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EDUCATIONAL 
HIS  TOR  Y  of  OHIO 


A  History  of  its  Progress  Since 
the  Formation  of  the  State 
Together  with  the  Portraits 
and  biographies  of  Past  and 
Present  State  Officials  m  0  /^ 


By 

JAMES  J.   BURNS 


HISTORICAL  PUBLISHING  CO. 


COLUM'BUS,    OHIO 
1905 


i-A346 


''^^^> 


COPYRIGHTED 

1905 


To  the  Memory 

of  My  Wife 


1  50f>20 


PREFACE 


'JTMM  HAT  this  book  contains,  so  far  as  the  making  of  it  was  his,  and  what 
VjLM  tlie  writer's  purpose  was,  had  been  written  out  with  some  degree  of 
fuhiess  when  the  reflection  came  that  there  woukl  be  a  table  of  con- 
tents:  and  close  upon  that  struggled  the  hope  that  the  answer  to  the  second 
question  will  appear  to  the  reader  who  honors  the  book  as  a  book  loves  to  be 
honored  by  reading  it. 

The  truth  needs  no  affirmation  that  the  work  of  educating  a  people  is,  by 
divine  and  human  appointment,  allotted  to  a  series  of  agencies.  One  of  the 
Humboldts  said  that  whatever  goes  to  make  a  man  what  he  is,  or  to  keep  him 
from  being  what  he  is  not,  is  part  of  his  education.  Then,  the  story  of  what- 
ever has  lent  its  aid  to  make  a  State  what  it  is,  or  to  prevent  its  being  what 
it  is  not,  is  part  of  its  educational  history. 

For  a  problem  easy  to  ask,  but  not  the  prey  of  the  arithmetician's  pencil, 
determine  what  fraction  of  the  result  called  education  comes  from  home  in- 
struction, from  the  church  and  the  Sunday-school;  from  the  lecture  platform, 
the  political  "stump,"  and  the  theater;  from  the  playground  and  the  work- 
shop ;  from  the  club  and  the  loafers'  corner ;  from  the  public  reading  room 
and  the  shady  end  of  the  news  counter ;  from  the  family  newspaper  in  that 
holiest  of  clubs,  around  the  fireside  and  the  evening  lamp ;  from  the  soiled 
volume  in  the  old  school  library  which  unlocked  the  treasures  of  knowledge 
and  culture  for  some  humble  pupil,  so  that,  though  his  school  days  were  over, 
his  education,   his  spiritual   building,   continued. 

Out  of  a  longer  list  the  writer  chose  the  topics  presented  in  the  table,  as 
nearest  his  purpose.  It  might  be  possible,  for  the  day  of  miracles  is  not  past, 
to  write  an  educational  history  by  harnessing  all  these  subjects  abreast ;  but 
the  attempt  would  argue  a  degree  of  temerity  higher  than  that  of  Phaethon, 
though  it  could  not,  like  his,  set  things  afire.  The  only  way,  and  perhaps  the 
best  way.  was  to  drive  tandem.  If  occasionally  the  lines  have  crossed,  will  the 
reader  not  be  pleased  to  skip  the  duplication,  or  kindly  believe  there  is  a  pur- 
pose in  it? 

Sometimes  the  relation  lingered  into  tediousness.  The  material  was  a  mul- 
titude of  items  each  in  itself  small  and  even  insignificant  to  an  eye  not  armed 
with  the  lens  of  interest,  but  in  the  mass  they  picture  scenes  and  conditions 
passed,  or  passing,   out  of  sight.     May  they  revive   pleasant   memories   in   one 


reader;  comment  upon  the  present  to  another;  and  for  both,  help  to  iUustrate 
the  great  science  of  sciences,  human  nature. 

The  portion  of  the  book  for  which  I  am  responsible  —  let  me  speak  for 
myself  in  concluding  — is  that  announced  in  the  "Contents."  By  agreement, 
the  higher  instiutions  of  learning  were  not  assigned  to  me,  nor  was  the  com- 
piling or  writing  of  local  histories  and  sketches  of  actors  in  the  living  present. 

My  thanks  are  due  to  many  who  consciously  or  unconsciously  helped  me. 
This  applies  especially  to  the  chapters  of  sketches  concerning  the  lives  of  some 
of  those  who  were  spent  in  the  service,  and  are  not. 

Dr.  W.  H.  Venable,  poet,  historian,  man  —  gave  wise  counsel,  or  the  exe- 
cution had  been  more  devious  than  it  is ;    though  for  the  plan  he  is  in  nowise 

to   blame. 

State  Librarian  Galbreath  and  State  School  Commissioner  Jones  lent  and 
sent  some  lacking  material  with  such  prompt  courtesy  that  it  was  a  pleasure  to 
go  a-begging.     What  some  others  have  done   is  noticed  in  connection. 

If  my  equipment,  in  view  of  the  conditions  under  which  the  work  was 
urged  along,  have  proved  inadequate  to  the  ambitious  task,  and,  in  conse- 
quence, the  result  fail  to  win  good  opinions  from  my  life-long  friends,  and 
also  from  readers  whose  estimate  shall  be  strictly  impersonal,  I  shall  not  expect 
to  find  an  antidote  for  my  discomfiture.  Ten  times  truly  it  will  not  be  a  belief, 
real  or  feigned,  that  the  grapes  are  sour. 

James  J.  Burns. 

5";.  Petersburg,  Florida,  February   25,   1905. 


CONTENTS 


CHAPTER    I  PAGE 

Introduction 3 

CHAPTER    II 

The  Beginnings  of  Oliio 11 

Advertisement 12 

CHAPTER   III 

Early    Schools 21 

Pioneer  Schools  of  Washington   County 23 

CHAPTER    IV 

School   Lands  and   School   Funds 41 

The   Irreducible    Debt 45 

CHAPTER  V 
School    Districts        5-^ 

CHAPTER  VI 
The   Akron   Law 61 

CHAPTER  VII 

1853:  Before   and   After 6» 

Condition  of  the  Schools  Prior  to  the  Act  of  IVoS  as  it  appeared  to  County  Audi- 
tors and  Described  in  the  Reports  to  the  State  Commissioner  of  Schools     .       72 
Condition  of  the  School  Laws  Prior  to  the  Act  of  1853  as  Painted  by  the  Secre- 
tary and  County  Auditors 74 

Opinions  of  the  School  Laws  After  the  Act  of  1853 76 

As  to  the  Condition  of  the  Schools  After  the  Act  of  1853 78 

CHAPTER   VllI 

The  College  of  Teachers 85 

ft 

CHAPTER   IX 

The   Ohio    State    Teachers'    Association '    .      .         93 

Sessions  of  the  State  Teachers'  Association 99' 

CHAPTER  X 
The  County  Institute 105 

CHAPTER  XI 
County  and  Local  Examination  of  Teachers 119' 

CHAPTER  XII 

Count>     Supervision 131 

Some  Utterances  from  the  Commissioner's   Office 136 

Opinions    of    County    Examiners,    18<i8 142 

V 


CONTENTS 


County  Supervision  —  Continued.  page 

County    Examiners,    1878 144 

Township    Superintendents 140 

CHAPTER  XIII 

Local  or  Sectional  Associations 151 

The  Northeastern  Ohio  Teachers"  Association 152 

The  Central  Ohio  Teachers'  Association 155 

The  Northwestern  Ohio  Teachers'  As.sociation 157 

The  Eastern  Ohio  Teachers'  As.sociation 100 

The  Southeastern  Ohio  Teachers'  As.sociation 102 

The  Scioto  Valley  Teachers'  Association ' 162 

The  Southwestern  Ohio  Teachers'  .Association 163 

CHAPTER   XIV 

State   Supervision :     The   Superintendent,   The   Commissioners 107 

The   Superintendents 167 

The    Commissioners         172 

Portraits  of- — 

Samuel    Lewis  — 1837-184(1 173 

Hiram    H.    Barney  — 1854-1857 173 

Anson    Smyth  —  1857-1803 173 

Emerson  E.  White  —  18()3-18(>0 173 

John   A.    Norris  — 18(i(i-180!» 175 

Wm.  D.  Henkle  — 18(i!l-1871 175 

Thos.   W.   Harvey— 1871-1875 175 

Chas.    S.    Smart  — 1875-1878 175 

J.   J.    Burns  — 1878-1881 177 

D.    F.    DeWolf— 1881-1884 177 

Leroy    D.    Brown  — 1884-1887 177 

Eli   T.   Tappan  —  1887-1888 177 

John    Hancock  — 1888-1891 179 

Chas.    C.    Miller  — 1891-1892 179 

Oscar    T.    Corson  —  1892-1898 179 

L.    D.    Bonebrake— 1898-19(14 179 

Text-Books 182 

CHAPTER   XV 

Academies  and  Other  Private  Schools 187 

CHAPTER  XVI 

The   Passing  of  the  Word   "White" IM 

CHAPTER  XVII 

The    Township    District "-^03 

CHAPTER  XVIII 

Graded    Schools    (1) 213  ^ 

CHAPTER    IX 

Graded    Schools    (2) '-^'^S 

Schools  for  the  Deaf '-"^4 


CONTENTS 


Graded  Schools  (2)  —  Contiinitd.  page 

Compulsory     Attendance 2^4 

Reading 228 

Constitution  of  Cohuubus  Educational  Association 232 

Columbus  Branch  of  the  O.  T.  R.  C 232 

CHAPTER    XX 

Libraries   and    Educational    Papers 237 

School    Libraries 238 

The    State    Library 240 

The  Ohio  Liljrary  Association 243 

Educational    Papers  244 

CHAPTER   XXI 

Other  State  Associations 249 

The  Ohio  Teachers'  Federation 249 

The  Association  of  Ohio  Teachers'  Examiners 253 

Ohio    Township    Superintendents'    Association 255 

Ohio  State  Archaeological  and  Historical  Society 257 

Brief  History 258 

Articles    of    Incorporation 259 

Archaeological    Department        259 

Publications  of  the  Society 259 

The    Centennial    Celebration 260 

Clark's  Conquest "261 

Archjeological   History  of  Ohio 261 

CHAPTER    XXII  • 

Other    State    Educational    Institutions 265 

The  School  of  the  Sailors'  and  Soldiers'  Orphans'   Home 265 

The    Ohio    State    School    for    the    Blind '267 

History  of  the  Education  of  the  Deaf  in  Ohio "269 

Institution   for  the   Education   of  Imbecile  Youth "272 

Board    of    Trustees 274 

Superintendent 274 

The   Boys'   Industrial    School 275 

Girls'    Industrial    Home  .     .         276 

Ohio    State     Reformatory 277 

CHAPTER    XXIII 

The  Ohio  Teachers'   Reading  Circle 283 

Board  of  Control.   May   13,   1905 283 

Portrait   of 284 

CHAPTER    XXIV 

The  State  Board  of  School   Examiners 293 

Portrait    of 295 

CHAPTER    XXV 

The   Slow   Growth   of  the   School    System 301  C' 

CHAPTER    XXVI 

Normal   Schools   in  Ohio 307 

State    Normal    Schools 307 


CONTENTS 


Normal    Schools   in   Ohio  —  Continued.  page 

State  Normal   School  —  Ohio  University    (Illustration)      ,      .      .     Opposite  page  315 

Private    Normal    Schools 316 

City   Normal   and   Training    Schools 319 

CHAPTER    XXVII 

Universities  of  Ohio 321-323 

The  Ohio  State  University,  Columbus,  Fran'<lin  County 323 

The  Growth  of  the  University 325 

The  University  of  Cincinnati,  Cincinnati,  Hamilton  County     .     *. 326 

Miami  University,  Oxford,   Butler  County 328 

Colleges   Focndeu  as  Close  Cori'okatuins  nv   Private   Injivdi'als     ....  329 

Franklin  College,  New  Athens,  Harrison  County 330 

Western  Reserve  University,   Cleveland *3() 

Adelbert    College 3So 

The   Medical   College 332 

The  College   for   Women 332 

The  Fr.mklin  T.  Bac'<us  Law  School 333 

The   Dental   College 333 

The   Graduate    School     .            333 

Oberlin   College,   Lorain   County 333 

Lake  Erie  College  and  Seminary,  Painesville,  Lake  County 336 

Antioch  College,  Yellow  Springs,  Greene  County 337 

The  Western  College   for  Women,  Oxford,   Butler  County 338 

The  National  Normal  University,  Lebanon,  Warren  County 338 

Case  School  of  Applied  Science,  Cleveland,  Cuyahoga  Co-.r.ity     .      .      .      .      .      .  339 

DENOMINATtONAL    COLLEGES  — 

Kenyon  College,  Gambler,  Knox  County 340 

St.  Xavier's  College,  Cincinnati.  Hamilton  County 341 

Muskingum  College,  New  Concord,  Muskingum  County 341 

Ohio  Wesleyan  University,  Delaware,  Delaware   County 342 

Baldwin  University  and  German  Wallace  College,  Berea,  Cuyahoga  County   .      .  343 

Mt.   Union  College,   Allimce,   Stark  County 344 

Otterbein   University,  Westerville,   Franklin   County 34o 

Hiram  College,  Hiram,   Portage  County 346 

Urbana   University,   Urbana,   Champaign    County 34" 

Heidelberg  University,   Tiffin,   Seneca   County 348 

Capital    Lhiiversity,    Columbus,    Franklin    County 349 

Wilberforce  University,   Wilberforce,   Greene  County 350 

Scio  Colle.ge,  Scio,  Harrison  County 351 

The  University  of  Wooster,  Wooster,  Wayne  County 351 

Ohio  Northern  University,  Ada,  Hardin   County 353 

Buchtel  College,  .Akron,  Summit  County 353 

Wilmington  College,  Wilmington,  Clinton  County 354 

Rio  Grande  College,  Rio  Grande,  Gallia  County 355 

Ashland  University,   .Ashland   County 356 

Findlay   College,   Findlay,   Hancock   County 356 

Defiance  College,   Defiance  County 3oi 

St.  Ignatius  College,  Cleveland,  Cuyahoga  County 35 1 

Lima  College,  Lima,  Allen   County 35 1 

Cedarville   College,   Cedarville,   Greene   County 358 

Ohio  University,  Athens,  Ohio 358 

Ewing  Hall,  Main  Building,  Ohio  University  (Illustration) 358 

Petition   to   Con.gress 3tj0 

The   Coon-Skin    Library 362 


CONTENTS  ix 

Universities   of   Ohio  —  Comimietl.  page 

The  First   Graduate 363 

''Sunset"    Cox        364 

John    Brough 365 

An  Outhne   History  of  Denison   University     .      .            365 

Marietta    College 370 

Wittenlierg    Co'lege 372 

CHAPTER    XXVni 

Public    Schools .     .  377 

Public  Schools  of  Cleveland 377 

Public   Schools  of  Cincinnati 384 

Public  Schools  of  Columbus 388 

The  Old  State  Street   School   Association 391 

Portraits  of 392 

Brief  History  of  the  Toledo  Public  Schools 395 

Boards   of   Education 395 

Superintendents 395 

CHAPTER    XXIX 

Biographical    Sketches    (1) 401 

A   Note 401 

CHAPTER    XXX 

Biographical    Sketches    (2) 419 

CHAPTER    XXXI 

Biographical    Sketches    (3) 437 

CHAPTER    XXXII 

Biographical    Sketches    (4) 453 

Index  to  Portraits  and  Biographies 753 


I 


CHAPTER  I 

INTRODUCTION 


INTRODUCTION 


CHE  most  picturesque  definition  or  rather  description  of  Ohio,  when  it  was 
proposed  to  make  a  State  out  of  the  eastern  division  of  the  territory 
north  of  the  Ohio  River,  was  given  shape  by  the  briUiant  but  erratic 
Randolph  of  Roanoke :  A  mere  geographical  diagram  beyond  the  Ohio  River, 
of  vast  deserts  of  woods  inhabited  by  the  Aborigines. 

It  is  not  our  plan  to  try  to  imitate  the  inimitable  Knickerbocker  and  go 
back  to  start  our  story  at  the  beginning  of  creation,  but  it  may,  before  it  sets 
out  in  the  direction  of  modern  Ohio  and  the  twentieth  century,  ask  permission 
to  think  at  least  of  a  time  when  only  the  .Aborigines  hunted  and  fought,  lived, 
loved,  and  died  in  this  fair  broad  expanse  of  forest  and  prairie,  when  "the  rank 
thistle  nodded  in  the  wind  and  the  wild  fox  dug  his  hole  unscared"  by  any 
white  man's  footfall. 

Fjiit  the  scene  changes  and  the  paleface  began  not  only  to  find  his  way  to 
the  Indian  villages,  but  to  scare  ofif  the  game ;  and,  at  his  own  will,  to  take 
possession,  to  play  the  landlord ;  and  it  must  have  been  one  of  the  strangest 
of  tales  ever  told  into  human  ears,  when  an  Indian  learned  that  two  great 
nations  on  the  other  side  of  the  big  water  each  claimed  this  his  land  for  its 
own,  and  not  only  did  they  claim  it  but  were  killing  each  other  to  gain  possession 
and  an  adverse  right ;  that  he,  the  child  of  the  Great  Spirit  was  not  considered 
in  this  long  dispute  for  jurisdiction ;  that  away  toward  the  rising  sun  and  where 
the  beautiful  Ohio  is  born,  a  young  Virginia  officer  gave  a  command  to  his  little 
company  of  soldiers,  their  obeying  which  was  the  first  shot  in  one  of  these 
bloody  arguments  between  English  and  French, —  a  "young  man"  who  should 
live  to  be  the  greatest,  best,  of  all  the  white  fathers,  his  name  the  symbol  of 
integrity  and  patriotism  over  all  the  world  during  the  coming  centuries. 

Neither  is  this  tale  for  our  telling.  The  writer  of  the  Short  History  of 
the  English  People  wrote  its  final  sentence:  The  fall  of  Montcalm  (1759)  in 
the  moment  of  his  defeat  completed  the  victory,  and  the  submission  of  Canada 
(1763)  put  an  end  to  the  dream  of  a  French  empire  in  America.  In  breaking 
through  the  line  with  which  France  had  striven  to  check  the  westward  advance 
of  the  English  colonists,  Pitt  had  unconsciously  changed  the  history  of  the  world. 
His  conquest  of  Canada,  by  removing  the  enemy,  the  dread  of  whom  knit  the 
colonists  to  the  mother  country,  and  by  flinging  open  to  their  energies,  in  the 
days  to  come,  the  boundless  plains  of  the  West,  laid  the  foundation  of  the 
United  States."  The  eloquent  historian  conceives  of  this  "foundation"  as  con- 
sisting of  two  broad  hutments  —  independence  of  the  thirteen  colonies,  and, 
altogether  as  essential,  a  fair  chance  for  colonies  to  multiply  upon  the  face  of 
the  continent. 

The  Indian  already  alluded  to,  would  be  pardoned,  if  he  were  a  follower. 
in  doctrine,  of  the  eminent  philosopher  who  taught  that  war  is  man's  natural 
condition.     He  had  seen  the  English  and  the  colonists  fighting  against  the  French. 


EDUCATIONAL    HISTORY    OF    OHIO 


and  adding  to  the  British  Empire  this  great  Ohio  valley  :  and  long  before  the 
chins  of  infants  born  near  the  close  of  the  war  were  "rough  and  razorable,"  he 
saw  British  soldiers  and  "embattled  farmers"  from  Virginia  in  a  struggle  for 
this  same  territory  on  the  sunset  side  of  the  Ohio.  In  the  final  adjustment 
between  England  and  her  revolted  colonies  —  if  "final"  is  not  premature  —  the 
treaty  line  left  the  territory  in  the  United  States.  It  was  no  longer  Indian  or 
French  or  British,  but  American,  using  that  word  as  of  equal  content  with 
United  States ;  but,  as  to  the  line,  one  point  is  somewhat  in  the  dark,  the  reason 
why  they  did  it.  Was  it  the  bold  marching,  the  matchless  hardihood,  the  shrewd 
strategy  of  the  "Hannibal  of  the  West,"  George  Rogers  Clarke,  or  was  it  diplom- 
acy,—  one  of  the  great  moments  of  history  when  the  pen  is  mightier  than  the 
sword  ? 

In  Judge  Law's  Address  before  the  Historical  and  .\ntiquarian  Society  of 
Vincennes,  1873,  is  the  following:  And  what  is  yet  more  astonishing,  is  the 
fact,  that  a  battle  (the  capture  of  Post  Vincennes)  which  decided  the  fate  of 
an  empire,  a  campaign  which  added  to  our  possessions  a  country  more  than 
equal  in  extent  to  the  united  kingdoms  of  England,  Scotland,  and  Ireland,  has 
scarcely  even  a  page  of  our  revolutionary  annals  devoted  to  its  details,  or  making 
even  honorable  mention  of  the  brave  and  gallant  men  who  so  nobly  conducted  it. 

What  was  true  as  to  the  failure  just  noted  did  not  continue  irue  during  the 
century.  Mention  most  honorable  has  been  made  by  historian,  jurist,  and  novel- 
ist, and  the  story  of  that  famous  march  is  familiar  to  our  ears  as  twice  told  tales. 

Judge  Cooley's  Michigan.  American  Commonwealth  Series,  contains  these 
passages :  Thus  by  the  invincible  bravery  of  a  single  man  *  *  *  the  North- 
west was  conquered  and  held  for  Virginia.  The  title  of  the  State  was  doubtful 
before,  but  now  with  "nine  points  of  the  law"  in  her  favor,  she  made  practical 
assertion  of  her  right.  The  possession  had  national  consequences  of  the  highest 
value.  Elsewhere  Clark's  campaign  is  termed  a  conquest  which  the  state  had 
made  complete  and  eflfectual  by  the  organization  of  counties  and  the  establish- 
ment of  civil  government. 

Senator  Lodge  in  his  story  of  the  American  Revolution  is  positive  that 
when  the  treaty  of  peace  was  made  at  Paris,  the  boundarv  of  the  United  States 
went  to  the  Lakes  on  the  north,  and  to  the  Mississippi  on  the  west,  and  that  it 
did  so  "was  due  to  Clark  and  his  riflemen." 

In  Hinsdale's  The  Old  Northwest,  page  183,  the  writer,  a  man  of  logical 
!.iind  and  a  student  of  untiring  industry,  affirms :  It  is  not  easy  to  tell  what 
were  the  decisive  arguments  in  this  Western  controversy.  It  is  often  said,  and 
particularly  by  Western  writers,  that  the  issue  turned  mainly  on  the  George 
Rogers  Clark  conquest.  This  view  rests  on  tradition  rather  than  on  historical 
evidence,  and  I  venture  the  opinion  it  is  largely  erroneous.  *  *  Far  more 
reliance  was  laid  by  the  committees  that  prepared  them  (the  reports  on  national 
boundaries)  on  the  colonial  charters  than  on  Clark's  great  achievement. 

That  Clark  did  conduct  a  march  seldom  matched  in  the  wars  which  history 
tells  of,  capturing  the  British  force  and  justifying  his  promise  to  the  governor  of 
Virginia,  whether  or  not  it  gained  the  Northwest  for  the  United  States,  is  a 
chapter  of  history  beyond  controversy.     But  the  question  of  consequence  was 


EDUCATIONAL   HISTORY    OF    OHIO 


not  to  rest.  Doubtless  these  territories  were,  after  the  Revolution,  within  the 
jurisdiction  of  the  general  government,  but  whose  property  were  they?  Who 
could  sell  them  and  give  deeds  to  purchaserr  ^  Who  could  donate  a  part  with 
the  wholesome  purpose  of  getting  buyers  for  the  remainder?  United  States  or 
Virginia?  This  great  debate  raged  in  Congress,  in  State  Legislatures,  in  Courts, 
for  we  have  the  records  to  show  it;  it  no  doubt  was  fought  over  wherever  free- 
men, or  they  who  would  be  free,  met : 

"The  blacksmith  listened  while  the  iron  cooled," — 

all  this,  while  the  war  was  still  dragging  its  slow  length  along,  and  while  the 
thirteen  colonies  —  "twelve,"  the  historian  of  Maryland  says,  carried  on  the 
Revolution,  with  one  ally,  a  principality,  Maryland  —  were  trying  to  find  a 
formal  bond  of  union,  to  adopt  as  a  constitution  the  much  abused  Articles  of 
Confederation:  and  the  old  battles  alon]^  the  Wabash  were  fought  over  again, 
and  thrice  they  slew  the  slain.  Some  illustrations  will  be  pardoned.  They  are 
good  sentences  and  well  pronounced. 

In  a  case  before  the  General  Court  of  V^irginia,  cited  in  The  Old  Northwest, 
page  193,  one  of  the  judges  said:  In  relation  to  the  territory  northwest  of  the 
Ohio  River,  it  ought  to  be  recollected  that  durin;^  the  Revolutionary  War,  and 
before  the  cession,  Virginia  conquered  the  territory  by  her  own  troops,  unaided 
by  the  other  States  of  the  Union;  and  formed  the  whole  territory  into  the 
county  of  Illinois.  It  therefore  seems  to  me,  as  the  territory  was  not  within 
the  chartered  limits  of  any  other  State,  and  as  it  undoubtedly  belonged  to  the 
British  Crown,  this  conquest  would  give  Virginia  an  undoubted  right  to  it. 

This  controversy  respecting  the  western  lands,  for  a  long  time  darkened  the 
prospects  of  the  American  nation.  It  retarded  the  ratification  of  the  Articles 
of  Confederation ;  it  greatly  augmented  the  difficulty  and  embarrassment  experi- 
enced by  Congress  in  carrying  on  the  war;  and  it  cheered  the  enemies  of 
America,  by  revealing  a  source  of  contentious  discord  among  the  members  of 
the  Union,  is  the  assertion  of  the  learned  Judge  Salmon  P.  Chase. 

The  width  of  the  difference  of  opinion  upon  the  point  at  issue  then  and 
now  may  be  illustrated  by  a  few  quotations : 

After  formulating  the  claims  of  the  claimant  states  —  Virginia  and  the  rest, 
Judge  Chase  continues :  In  opposition  to  these  various  pretensions,  the  congress, 
as  the  common  head  of  the  United  States,  maintained  its  title  to  the  western 
lands,  upon  the  solid  ground,  that  a  vacant  territory,  wrested  from  the  common 
enemy,  by  the  united  arms,  and  at  the  joint  expense  of  all  the  states,  ought  of 
right  to  belong  to  congress  in  trust  for  the  common  use  and  benefit  of  the  whole 
Union. 

There  would  be  no  inconsistency  apparent  in  another  colony's  admitting  the 
validity  of  Virginia's  claim  and  still  standing  out  against  going  into  a  permanent 
union  with.  her. 

Maryland  made  the  stoutest  opposition  to  a  union  between  states  with 
immense  outlying  territories  and  states  with  none.  Here  is  one  brief  paragraph 
quoted  from  her  instructions  to  her  delegates  in  the  Continental  Congress.  It 
is   found   in   The  Old    Northwest :     Virginia  by   selling  on  the   most  moderate 


EDUCATIONAL    HISTORY    OF    OHIO 


terms  a  small  proportion  of  the  lands  in  question,  would  draw  into  her  treasury 
vast  sums  of  money;  and  in  proportion  to  the  sums  arising  from  such  sales 
would  be  enabled  to  lessen  her  taxes.  Lands  comparatively  cheap,  and  taxes 
comparatively  low,  with  the  lands  and  taxes  of  an  adjacent  state,  would  quickly 
drain  the  state  thus  disadvantageously  circumstanced  of  its  most  useful  inhabit- 
ants; its  wealth  and  its  consequence  in  the  scale  of  the  confederated  states  would 
sink  of  course.  A  claim  so  injurious  to  more  than  one-half,  if  not  to  the  whole 
of  the  United  States,  ought  to  be  supported  by  the  clearest  evidence  of  the  right. 
Yet  what  evidences  of  that  right  have  been  produced?  What  arguments  in  sup- 
port either  of  the  evidence  or  the  right?  None  that  we  have  heard  of  deserving 
a  serious  refutation. 

It  was  soon  in  the  air,  to  use  a  modern  metaphor,  that  in  some  way  or  other 
the  great  extent  of  western  lands  would  be  transferred,  after  certain,  or  yet  un- 
certain, reservations,  to  the  general  government.  This  popular  voice  was  made 
more  loud  and  clear  by  a  resolution  of  congress  in  1780.  It  contained  a  pledge 
that  lands  ceded  in  response  to  its  recommendations  should  be  disposed  of  for 
the  common  benefit  of  the  United  States;  be  settled  and  formed  into  distinct 
states  with  a  suitable  extent  of  territory ;  and  become  members  of  the  federal 
union,  with  the  same  rights  of  sovereignty  as  the  other  states.  Any  state  that 
had  incurred  expense  in  the  acquisition  and  defence  of  the  territory  should  be 
reimbursed  and  Congress  should  have  full  charge  of  the  granting  and  settling  of 
the  ceded  lands. 

Connecticut  and  Virginia  the  following  year  offered  concessions,  with  con- 
ditions it  is  true,  to  which  Congress  would  not  accede,  but  thev  showed  the 
trend  of  things. 

There  was  an  instinctive  sense,  outside  of  Virginia,  that  the  national  exist- 
ence of  the  United  States  was  bound  up  with  the  jurisdicton  over  this  North- 
west territory ;  and  Connecticut's  share  in  the  feeling  was  enough  to  balance  her 
selfish  interests.  She  even  imperiled  the  latter  by  yielding  to  the  decision. 
Connecticut  simply  made  way  intelligently,  if  somewhat  regretfully,  for  the 
coming  nationality.  So  records  the  historian  Alexander  Johnston  in  his  Con- 
necticut ;  while  Chief  Justice  Chase,  in  summing  up  the  great  question,  after 
relating  that  in  September,  1786,  her  delegates  ceded  all  the  land,  within  her 
chartered  limits,  lying  one  hundred  and  twenty  miles  west  of  the  western  bound- 
ary of  Pennsylvania,  for  the  common  use  and  benefit  of  the  United  States,  Con- 
necticut included,  calls  it  "the  last  tardy  and  reluctant  sacrifice  of  state  preten- 
sions to  the  common  good.'' 

Yorktown  had  given  up  her  beleaguered  army  to  the  Americans  and  their 
allies :  the  ink  was  thoroughly  dried  wherein  were  traced  the  signatures  to  the 
treaty  in  which  England  acknowledged  that  the  Declaration  of  Independence 
had  been  made  good,  before  Virginia  passed  an  act  December  20,  1783,  to  author- 
ize her  delegates  in  Congress  to  convey  to  the  United  States  all  the  right  of  the 
"Old  Dominion"  to  the  territory  northwest  of  the  river  Ohio.  The  reason  given 
for  this  "most  marked  instance  of  a  large  and  generous  self-denial,"  to  use  the 
phrase  by  which  Senator  Hoar  in  his  Centennial  Oration  characterized  the  trans- 
action,  was   the   recommendation   of   Congress,    1780,   that  a   liberal   cession   be 


EDUCATIONAL    HISTORY    OF    OHIO 


made  for  the  common  benefit.  To  this  lofty  exhortation  Virginia,  the  next  year, 
anl  two  years  before  Washington  in  person  aimed  the  first  gun  upon  Yorktown, 
made  favorable  but  guarded  response.  Congress  in  rejoinder  denied  the  terms 
and  stipulated  others  on  which  Virginia's  cession  would  be  accepted.  These 
did  not  "come  fully  up"  to  the  proposition  Virginia  had  made,  but  approached 
so  nearly  that  she  decided  to  accept  them,  trusting  that  Congress,  in  justice  to 
her,  would  urge  upon  other  states  which  made  large  claims  upon  waste  and 
uncultivated  territory  to  go  and  do  likewise. 

The  General  .Assembly  proceeded  to  authorize  her  delegates  in  Congress  — 
then  present  were  Thomas  Jeft'erson.  Samuel  Hardy,  Arthur  Lee,  and  James 
Monroe  —  "to  convey,  transfer,  assign,  and  make  over  to  the  United  States  all 
right,  title  and  claim,  as  well  of  soil  as  of  jurisdiction,  which  this  Commonwealth 
hath"  to  the  territory  under  consideration,  with  certain  conditions  and  reserva- 
tions. 

One  of  the  reservations  was  of  "good  lands  to  be  laid  ofif  between  the  rivers 
.Scioto  and  Little  Miami,"  these  lands  for  bounties  to  Virginia  troops  "upon  Con- 
tinental establishment,"  if  there  should  be  a  deficiency  of  good  lands  in  the  tract 
laid  off  to  the  south  of  the  Ohio.  In  accordance  with  this  act  above  referred 
to  and  quoted  from,  Virginia's  vast  territorial  estates  on  the  "'Indian  side"  of 
the  Ohio  river  were  transferred  to  the  United  States  on  the  first  day  of  March, 
1784.  It  seldom,  if  ever,  fell  to  the  lot  of  another  man  to  take  a  leading  part 
in  two  such  imperial  real  estate  transactions  as  did  Jeflferson  in  this  cession, 
and  in  the  Louisiana  Purchase  nineteen  years  later. 

There  is  on  record  in  Ohio  an  illustration  of  the  significance  of  "Continental 
establishment"  and  of  a  title's  short  cut  back  to  the  Old  Dominion.  It  is  a  case 
before  the  Circuit  Court  wherein  the  Ohio  State  University  is  plaintiflf,  to  get 
possession  of  some  land  that  the  defendant  claims  under  an  adverse  title  begin- 
ning with  a  Virginia  State  Line  warrant. 

The  land  lies  in  the  Virginia  Military  District,  but  State  Line  warrants  were 
provided  for  south  of  the  Ohio,  hence  the  Court  held  that  the  defendant  had  no 
title,  that  the  land  having  never  been  taken  upon  a  Contineiftal  establishment 
warrant,  remained  "unsurveyed  and  unsold."  Virginia  had  ceded  it  to  the  United 
States.  March  i,  1784;  the  title  had  remained  in  the  United  States  till  the  land 
was  ceded  to  the  State  of  Ohio,  February  18,  1871  ;  Ohio  ceded  it  to  the  Uni- 
versity April  3,  1873,  and  the  plaintiff's  title  was  good. 

The  historian  of  New  York  —  Commonwealth  Series  —  points  to  the  patriotic 
conduct  of  the  future  Empire  State  at  this  time :  that  no  State  had  better  title 
to  more  vast  domains,  extending  to  the  peninsula  of  Michigan,  and  to  the  mouth 
of  the  Ohio:  that  by  formal  act  of  its  legislature,  April  19,  1780, —  that  day  was 
well  chosen  for  a  patriotic  deed  —  New  York  set  an  example  and  authorized 
the  transfer  of  those  vast  domains.  This,  however,  was  not  without  a  possible 
draw-back,  a  "string,"  in  the  parlance  of  this  present  metaphorical  day,  which  is 
not  pointed  to  by  the  New  York  annalist.  But  this  was  broken,  March  i,  1781, 
and  the  same  day  Maryland  came  through  the  open  door  into  the  Confederation, 
the  thirteenth  and  last  State ;  and  the  United  States  of  .\merica  began  its  con- 
stitutional existence. 


CHAPTER  II 


THE    BEGINNINGS   OF   OHIO 


THE    BEGINNINGS   OF   OHIO 


€HE  general  government  was  now  the  trustee  of  the  Confederation ;  the 
resolutions  of  1780,  after  the  ceding  of  territory  by  the  states  and  its 
acceptance  by  Congress,  became  a  great  compact,  subsequently  affirmed 
in  the  Ordinance  of  1787,  a  compact  not  only  between  the  United  States  and 
the  makers  of  those  cessions,  but  between  the  general  government  and  states 
unborn.     The  trusts,  it  will  be  remembered,  were  three. 

Virginia,  while  still  in  possession  of  her  outlying  lands  had  taken  the  initiatory 
step,  barring  the  important  matter  of  surveys,  in  state  building.  The  Anglo- 
Saxon  in  America  seemed  to  this  manner  born.  In  1779  she  had  opened  an 
office  for  the  sale  of  her  western  lands.  Now,  the  United  States  in  its  new 
function  wished  to  conduct  the  real  estate  business  in  an  imperial  way.  Rut 
in  order  to  sell  lands  it  is  well,  if  not  necessary,  to  survey  them.  The  buyer  will 
wish  to  locate  his  purchase,  whether  a  farm  or  a  township,  with  reference  to 
some  unchanging  landmarks,  or  skymarks. 

No  relation  is  to  be  here  given  of  a  subject  of  intense  interest,  namely,  the 
various  treaties  in  which  the  United  States,  having  by  the  sword  and  the  pen 
extinguished  the  titles  of  the  various  "powers"  who  did  not  own  these  lands, 
proceeded  to  win  the  same  victory  over  the  people  who  did.  "Westward  the 
course  of  empire  takes  its  way,"  was  the  law  paramount ;  obedience  to  it 
was  destiny,  opposition  to  it  was  death.  A  treaty  in  1785,  reaffirmed  in  1789, 
left  the  Indians  a  large  fraction  of  the  future  Ohio,  in  which  they  could  live  their 
way,  fish,  hunt,  go  upon  the  war  path  to  strike  unawares  their  hereditary  enemies, 
while  the  "females"  coidd  keep  the  wigwams  in  order  according  to  their  notion  of 
tidiness,  teach  the  coming  chiefs  their  primary  lessons,  attend  to  culinary  mat- 
ters, and  breathe  a  purer  air  while  cultivating  their  patches  or  fields  of  maize, 
which  were  sometimes  only  food  for  the  torch  of  the  white  man. 

The  same  year,  1785,  the  Continental  Congress  passed  a  great  land  ordinance 
-under  which  the  first  surveys,  known  as  the  "Seven  Ranges"  were  made,  under 
protection,  incidentally,  of  United  States  troops.  Some  Indians  seemed  to  have 
forgotten  the  exact  location  of  the  Fort  Mcintosh  treaty  line  on  the  east ;  or, 
perhaps,  it  was  only  a  return  game  for  some  incursion  of  white  men. 

Besides,  the  Indians  were  not  the  only  folk  who  viewed  the  surveyor  and  his 
compass  and  chain  with  a  jealous  eye.  Long  years  after  the  times  of  which  we 
speak,  such  words  as  "squatter"  and  "squatter  sovereignty"  became  very  familiar 
to  the  ear  of  an  American,  and  they  had  to  do  with  the  old  trade,  home  making 
and  state  building.  It  was  not  a  new  doctrine,  albeit  a  new  name  for  it.  At 
the  close  of  the  Revolution,  before  it  and  after  it,  there  were  lands  which  the 
Indian  claimed  because  his  memory  ran  not  to  the  contrary;  the  General  Gov- 
ernment claimed  because  it  had  succeeded  to  the  title  of  the  claimant  colony ; 
the  squatter  claimed  because  he  was  in  possession,  his  cabin  stood  by  a  spring 


12  EDUCATIONAL    HISTORY    OF    OHIO 

of  his  own  finding,  built  of  logs  of  his  own  cutting;  his  children  plaved  in  the 
woods  close  by  ;  but  the  government  said  the  land  had  not  been  surveyed,  that 
he  had  paid  no  purchase  money,  that  he  must  go ;  and  unless  history  is  falser 
than  fiction,  as  well  as  stranger,  his  moving  was  sometimes  made  easier  by  the 
desolation  of  his  home.  The  Commissioners  of  Indian  Affairs  gave  orders  for 
the  removal  of  all  such  "intruders,"  or  "unauthorized  persons,"  as  Congress  more 
gently  denominated  them.  The  troops  marched  at  the  bidding  of  the  Commis- 
sioners. Col.  Harmer  wrote  to  Congress  urging  that  the  intruders  along  the 
Muskingum  bottoms  should  not  be  allowed  to  stay  unmolested.  He  was  com- 
manded to  take  his  post  on  the  Ohio  anywhere  between  the  Miami  and  the  Mus- 
kingum, and  a  detail  of  workmen  was  sent  to  build  Fort  Harmer.  According 
to  McMaster :  as  they  marched  down  the  Ohio  valley  they  burned  every  cabin 
they  saw,  and  drove  the  settlers  into  Kentucky  and  Virginia.  But  it  seems  they 
didn't  stay  on  the  eastern  side  of  the  Ohio.  "In  the  summer  of  1786  numbers 
of  men  were  found  twenty  miles  north  of  the  Ohio  staking  out  claims  and 
establishing  tomahawk  rights  by  blazing  trees.  In  1787,  a  date  of  moment  in 
American  history,  twelve  cabins  were  burned,  and  crops  destroyed  at  Mingo 
bottoms.  IJefore  this  a  subordinate  of  Harmer's  brought  to  Fort  Mcintosh  what 
would  now,  possibly,  be  called  a  "stufTed  census"  of  the  squatters  along  the  Ohio 
and  west  of  it.  "Not  a  bottom,"  he  declared,  from  Wheeling  to  the  Scioto,  but 
had  at  least  one  family."  Three  hundred  families  were  reported  at  the  falls  of 
the  Hockhocking:  as  many  more  were  on  the  Muskingum;  fifteen  settlers  could 
be  counted  on  the  Scioto  and  Miami.  Ensign  Armstrong  reported  that  these 
were  not  nice,  agreeable  people ;  but  what  a  pity  it  is  that  in  their  rude  "unauthor- 
ized" villages  there  was  not  some  man  of  learning  enough,  and  with  a  mind  to 
do  it,  to  have  left  for  us  the  short  and  simple  annals  of  these  poor,  disagreeable, 
premature  founders  of  a  state. 

The  doctrine  of  squatter  sovereignty  was  laid  very  clearly  before  them  by 
one  of  their  first  citizens,  John  Emerson  bv  name ;  and  the  rare  document  is 
preserved  in  the  Journals  of  Congress.     It  is  as  follows : 


advertisement 

March  12,  1785. 

Notice  is  hereby  given  to  the  inhabitants  of  the  west  side  of  the  Ohio  river, 
that  there  is  to  be  an  election  for  the  choosing  of  members  of  the  convention 
for  the  framing  of  a  constitution  for  the  governing  of  the  inhabitants,  the  election 
to  be  held  on  the  tenth  day  of  April  next  ensuing,  viz. :  one  election  to  be  held 
at  the  mouth  of  the  Miami  river,  and  one  to  be  held  at  the  mouth  of  the  Scioto 
river,  and  one  on  the  Muskingum  river,  and  one  at  the  dwelling-house  of  Jonas 
Menzons ;  the  members  to  be  chosen  to  meet  at  the  mouth  of  the  Scioto  on  the 
twentieth  day  of  the  same  month. 

Then  comes  a  statement  of  doctrine,  free  and  general  as  the  casing  air. 
I   do   certify   that  all   mankind,   agreeably   to   every  constitution    formed   in 
.America,  have  an  undoubted  right  to  pass  into  every  vacant  country  and  there 


EDUCATIONAL    HISTORY    OF    OHIO  13 

to  form  their  constitution,  and  from  the  confederation  of  the  whole  United  States, 
Congress  is  not  empowered  to  forhid  them ;  neitlier  is  Congress  empowered  from 
that  confederation  to  make  any  sale  of  the  luiinhabited  lands  to  pay  the  puijlic 
debts,  which  is  to  be  a  tax  levied  and  Iffted  by  authority  of  the  Legislature  of 
each  state. 

That  convention  was  never  held.  The  sword  was  mightier  than  the  pen. 
This  state,  less  fortunate  than  Westsylvania  and  Franklin,  left  not  even  a  name. 

But  tile  laying  off  of  great  sections,  upon  conditions  agreed  upon  with  states 
or  companies,  and  naming  them,  still  went  on.  and  the  chain  of  the  surveyor 
was  kept  bright  with  use.  Eminent  students,  like  Dr.  I.  W.  Andrews  and  Dr. 
B.  A.  Hinsdale,  thought  it  would  have  been  desirable  if  the  system  of  uniform 
ranges,  townships  and  sections,  which  commenced  with  the  seven  ranges  in  the 
summer  of  1786  could  have  lieen  carried  out  over  the  whole  surface  of  the  state: 
avoiding  the  confusion  of  the  five-mile  system  of  the  Western  Reserve  and  the 
no  system  of  the  Virginia  Military  District. 

Residents  of  the  fair  Buckeye  State  with  an  apprecialile  degree  of  interest 
in  its  early  history  should  have  hanging  somewhere  upon  memory's  walls  —  to 
borrow  a  metaphor  from  an  Ohio  poet  of  no  mean  reputation  —  a  map  showing 
plainly  the  various  historic  lines,  Indian  treaty,  survey,  reservation,  and  be  able 
to  flash  before  his  consciousness  the  salient  facts  and  traditions  of  their  history, 
for  tradition  does  not  end  when  history  begins ;  and  the  rivers,  Muskingum, 
Scioto,  Cuyahoga,  Hocking,  Sandusky,  the  Miamis,  including  the  one  whose 
name  broadened  to  "Maumee,"  and  which,  at  the  picturesque  spot  where  Wayne 
on  his  march  to  Fallen  Timbers  constructed  a  fort  whose  name  has  come  down 
to  us  as  that  of  a  city  and  a  county,  receives  the  winding  Auglaize,  should  repeat 
fragments  of  the  story  of  what  they  have  seen,  and  what  borne  upon  their  slow 
currents  as  they  flow  toward  the  Ohio  or  the  Lake. 

The  names  Western  Reserve,  Seven  Ranges,  Ohio  Company.  Virginia  Mili- 
tary District,  and  the  rest,  brim  over  with  suggestion,  and  as  the  reader  turns 
over  inquiringly  the  pages  where  mention  is  made  of  them  a  fragrance  of  the 
old  time  seems  to  have  lingered  there. 

The  genius  of  History  had  at  one  time  three  long-reaching  projects  in  con- 
templation. 

A  war  of  eight  dreary  years  had  left  poverty  as  one  of  its  dire  fruits.  Thou- 
sands of  men  who  had  followed  "The  Cincinnatus  of  the  West"  found  that, 
while  the  smoothing  of  grim-visaged  War's  wrinkled  front  left  their  country 
freedom  and  independence,  and  them  a  consciousness  of  arduous  duty  well  done 
and  a  heritage  of  grateful  memories  to  bloom  and  bear  fruit  in  the  hearts  anrl 
lives  of  posterity,  all  these  glorious  things  were  not  a  substitute  for  food,  clothing 
and  other  things  needed  in  the  making  of  a  happy  fireside  clime. 

Historians  write  that  in  times  of  stress  Washington  had  faced  the  possibility 
of  having  to  retreat  across  the  mountains  and  continue  the  struggle  for  inde- 
pendence in  the  valley  of  the  Ohio;  and  what  could  have  been  more  natural  than 
that  this  great  expanse  should  arise  in  picture  before  the  eyes  of  these  worn  and 
impoverished  patriots  under  the  im])erative  necessity  of  making  "one  guinea  do 


14  EDUCATIONAL    HISTORY    OF    OHIO 

the  work  of  five,"  to  say  nothing  of  the  probable  lack  of  the  metaphorical  guinea, 
and  beckon  them  to  come  over  and  be  God's  workmen  in  uncovering  the  land 
"which  He  hid  of  old  time  in  the  West,"  to  found  homes,  however  hmuble,  and 
start  in  life  again?  It  was  in  their  blood,  too,  that  they  should  think  of  these 
future  homes  not  merely  as  places  where  they  should  "sleep  and  feed,"  but  as 
the  seed  of  a  State. 

Before  Washington  had  issued  his  farewell  order  such  a  thought  as  that 
just  expressed  was  taking  shape  in  the  minds  of  many  soldiers,  and  two  hundred 
and  eighty-five  officers  of  the  Continental  Line  —  for  privates  appear  to  have 
been  few,  then  as  now  —  had  petitioned  Congress  to  mark  out  the  bounds  of  a 
state  for  them,  and  not  unwisely  pointed  to  the  Eastern  half  of  the  present  Ohio 
as  a  goodly  location.  Further  they  asked  that  the  debt  due  them  for  army 
service  be  paid  in  land  in  the  proposed  state.  From  this  movement  sprang  the 
Ohio  Company.  It  foretold  buyers  for  the  lands  which  these  sage  promoters 
expected  to  have  for  sale. 

The  third  of  these  lines  of  forward  march,  which  the  Genius  of  History 
seems  to  have  been  planning  for  Columbia  to  walk  in,  was  her  growth  by  adding 
many  states  to  the  original  thirteen.  The  ordinance  of  '84  was  in  abeyance ; 
other  ordinances  with  the  same  purpose  had  been  framed  only  to  die  on  the  floor 
of  Congress,  when  a  new  one,  a  star  of  the  first  magnitude  among  ordinances, 
came  above  the  horizon. 

By  its  resolutions  of  1780  to  spur  the  land-claiming  States  to  action,  Con- 
gress had  bound  itself  to  divide  the  territory  into  states  with  certain  varying 
limitations  as  to  extent.  In  the  ordinance  of  1784  there  appeared  ten  future 
states  of  the  regulation  size,  and  with  classical  names  of  linked  sweetness  long 
drawn  out,  which  have  served  for  the  mirth  of  the  light-hearted  reader  ever  since 
—  Sylvania,  Michigania,  Cherronesus,  Assenisipia,  Metropotamia,  Polypotamia, 
Polisipia  and  three  others  equally  musical. 

Virginia  had  accepted  the  pledge  and  copied  it  into  her  deed  of  cession : 
"That  the  territory  ceded  shall  be  laid  out  and  formed  into  states  containing  a 
suitable  extent  of  territory,  not  less  than  one  hundred  nor  more  than  one  hundred 
and  fifty  miles  square,  or  as  near  thereto  as  circumstances  will  admit,  but  Vir- 
ginia had  consented  to  a  change  —  larger  states  and  fewer — so  this  obstacle 
was  removed. 

The  Continental  Line  joined  forces  with  the  Ohio  Company ;  their  delegate, 
Dr.  Cutler,  set  out  for  New  York  to  buy  land  and  to  urge  Congress  to  frame 
and  put  into  force  a  suitable  government  for  the  territory  wherein  this  land 
should  be  marked  out,  so  that  persons  removing  thence  should  not  be  beyond 
the  reach  and  the  protection  of  that  whose  "voice  is  the  harmony  of  the  world." 
The  skillful  strategist,  it  were  profane,  in  the  light  of  his  eminent  merit  and  the 
conspicuous  crown  of  his  service,  to  write  "lobbyist,"  found  Congress  ready  to 
listen,  and  "An  act  of  legislation  that  had  been  before  Congress  more  than  three 
years  was  consummated  within  a  week  from  the  time  that  Dr.  Culter,  who  had 
been  twelve  days  on  the  way,  drove  his  gig  up  to  the  'Plough  and  the  Harrow, "" 
in  the  Bowery." 


EDUCATIONAL    HISTORY    OF    OHIO  15 

Historians  and  orators  have  spoken,  and  may  well  continue  to  speak,  words 
of  lofty  praise  of  the  great  ordinance  known  to  fame  and  designated  by  its  simple 
date,  1787,  or,  pre-eminently,  "the  ordinance." 

There  would  seem  to  be  glory  enough  in  the  outcome  to  give  all  a  share 
in  any  way  connected  with  this  immortal  document,  but,  as  is  always  the  case, 
a  few  made  the  motion,  the  rest  seconded  it.  Some  writers,  espousing  the  cause 
of  a  leader.  Jefferson  or  Dane  or  another,  lessen  the  "few"  to  one.  The  storm 
center  of  debate  is  the  clause  forbidding  slavery  and  providing  for  the  return 
of  fugitive  slaves  to  their  masters,  though  perhaps  no  candidate  for  immortality 
lays  hold  upon  both  laurel  branches.  John  Randolph  Tucker  cjuotes  Bancroft 
as  thinking  that  Nathan  Dane  did  it  at  the  instance  of  Grayson,  and  Dr.  Hins- 
dale says  that  Dane  brought  forward  the  proposition,  "apparently  on  a  sug- 
gestion from  Virginia."  The  late  Senator  Hoar,  in  his  oration  at  Marietta,  de- 
clared that  "William  Grayson,  of  Virginia,  early  and  late,  earnestly  supported 
the  prohibition  of  slavery."  And  further  along,  "to  Nathan  Dane  belongs  the 
immortal  honor  of  having  been  the  draftsman  of  the  statute  and  the  mover  of 
the  anti-slavery  amendment." 

Three  days  after  the  passage  of  the  ordinance,  in  a  letter  of  July  16,  1787, 
Nathan  Dane  wrote  to  "Hon.  Rufus  King,  Esq.":  The  Eastern  State  of  the  three 
will  probably  be  the  first  and  more  important  than  the  rest,  and  will,  no  doubt, 
be  settled  chiefly  by  Eastern  people;  and  there  is,  I  think,  full  an  equal  chance 
of  its  adopting  Eastern  politics.  When  1  drew  the  ordinance,  which  passed  (a 
few  words  excepted)  as  I  originally  formed  it,  I  had  no  idea  the  States  would 
agree  to  the  Sixth  art.  prohibiting  slavery,  as  only  Massa.  of  the  Eastern  States 
was  present,  and  therefore  omitted  it  in  the  draft ;  but,  finding  the  House  favor- 
ably disposed  on  this  subject,  after  we  had  completed  the  other  parts,  I  moved 
the  art.,  which  was  agreed  to  without  opposition.  We  are  in  a  fair  way  to  fix 
the  terms  of  our  Ohio  sale,  etc. ;  we  have  been  upon  it  steadily  three  days.  The 
magnitude  of  the  purchase  makes  us  very  cautious  about  the  terms  of  it,  and  the 
security  necessary  to  insure  the  performance  of  them." 

From  the  historic  Ohio  Company  a  safeguard  was  demanded,  "security,"  as 
from  the  rotund  Falstaff  by  his  tailor.  Judge  Cooley,  in  "Michigan,  A  History 
of  Governments,"  passes  the  honor  to  the  man  who  did  the  bold  deed  three  years 
before,  in  the  1784  ordinance.  Speaking  of  the  one  we  are  having  in  mind,  he 
wrote:  "For  its  dedication  of  the  territory  to  freedom  credit  has  been  given  by 
partial  friends  to  several  different  persons,  but  Jefferson  first  formulated  the  pur- 
pose, and  for  him  it  constitutes  a  claim  to  immortality  superior  to  the  presidency 
itself.  The  one  was  proof  of  his  greatness  and  far-seeing  statesmanship ;  the 
bestowment  of  the  other  evidenced  only  the  popular  favor." 

Bancroft's  calm  words  over  the  conclusion  of  the  whole  matter  sound  like 
a  benediction:  "For  a  time  wisdom  and  peace  and  justice  dwelt  among  men,  and 
the  great  ordinance,  which  could  alone  give  continuance  to  the  Union,  came  in 
serenity  and  stillness.  Every  man  that  had  a  share  in  it  seemed  to  be  led  by 
an  invisible  hand  to  do  just  what  was  wanted  of  him:  all  that  was  wrongfully 
undertaken  fell  to  the  ground  to  wither  by  the  wayside ;  whatever  was  needed 


l6  EDUCATIONAL    HISTORY    OF    OHIO 

for  the  happy  completion  of  tlie  mighty  work  arrived  opportunely  and  just  at  the 
right  moment  moved  into  its  place." 

A  form  of  government  was  bodied  forth  in  the  ordinance  for  a  people  who 
did  not  yet  exist,  namely,  the  inhabitants  of  the  Northwest  Territory,  but  when 
men  and  women  should  remove  to  the  territory  covered  by  the  ordinance  they 
would  collectively  and  individually  be  bound  by  its  terms.  By  the  act  of  volun- 
tary removal  they  became  the  party  of  the  second  part. 

There  is  first  a  declaration  that  the  whole  Northwest  Territory  shall  be  one 
district,  subject,  however,  to  division  later.  It  seems  strange  to  the  reader  till 
he  has  considered  its  radical  reason,  but  the  next  paragraph  concerns  the  dispo- 
sition of  the  estate  of  any  person  dying  intestate,  also  wills  and  conveyances. 
It  ordains  that  the  "government"  appointed  by  Congress,  for  there  was  yet  no 
president  to  perform  such  executive  acts,  shall  be  a  governor,  a  secretary  of 
state  and  three  judges,  all  of  these  officers  to  be  landowners,  that  they  might 
be  more  sure  to  have  a  personal  stake  in  the  territory ;  besides,  the  general  gov- 
ernment had  land  to  sell.  A  jjractical  beginning,  and  for  the  peo])le,  but  not  yet 
of  the  people  or  by  the  people. 

When  the  population  should  include  five  thousand  "free  male  inhabitants" 
the  tree  of  self-government  would  begin  to  grow  and  the  people  would  elect  rep- 
resentatives to  the  lower  branch  of  a  legislature.  This  would  be  the  salient  fact 
in  the  second  stage  of  territorial  growth. 

The  three  Articles  of  Compact,  the  really  vital  part  of  the  Ordinance,  are 
next  given.  In  substance  they  are :  ( i )  A  declaration  of  religious  freedom  for 
the  inhabitants  of  the  territory;  (2)  a  securing  of  personal  freedom  by  the  writ 
of  habeas  corpus  and  the  right  of  trial  by  jury;  (3)  that  suljlime  motto  of  the 
republic  and  creed  of  all  believers  in  popular  education :  "Religion,  morality  and 
knowledge,  being  necessary  to  good  government  and  the  happiness  of  mankind, 
schools  and  the  means  of  education  shall  be  forever  encouraged."  This  language 
was  adopted  by  the  makers  of  the  first  constitution  of  the  State  of  Ohio,  Article 
VTII,  Bill  of  Rights.  Section  3,  and  a  practical  turn  given  to  it,  though  to  the 
detriment  of  its  rhetorical  roundness.  These  words  were  added:  "I'y  legislative 
provision  not  inconsistent  with  the  rights  of  conscience,"  while  the  second  child 
of  the  Ordinance  interprets  the  doctrine  thus : 

Knowledge  and  learning  generally  diffused  through  a  community  being  es- 
sential to  the  preservation  of  a  free  government,  and  spreading  the  opportunities 
and  advantages  of  education  through  the  various  parts  of  the  country  being 
highly  conducive  to  this  end,  it  shall  be  the  duty  of  the  general  assembly  to  pro- 
vide by  law  for  the  improvement  of  such  lands  as  are,  or  hereafter  may  be, 
granted  by  the  United  States  to  this  state  for  the  tise  of  schools,  and  to  apply 
any  funds  which  may  be  raised  from  such  lands,  or  from  any  other  quarter,  to 
the  accomplishment  of  the  grand  object  for  which  they  are  or  may  be  intended. 
In  the  Ohio  Constitution  of  1851,  Bill  of  Rights,  Article  I,  Section  7,  is  the 
statement  —  it  follows  the  declaration  of  liberty  in  worship  and  freedom  from 
religious  tests :  Religion,  morality  and  knowledge,  however,  being  essential  to 
good  government,  it  shall  be  the  duty  of  the  General  Assembly  to  pass  suitable 
laws  to  protect  every  religious  denomination  in  the  peaceable  enjoyment  of  its 


EDUCATIONAL    HISTORY    OF    OHIO  17 


own  mode  of  public  worship,  and  to  encourage  schools  and  the  means  of  in- 
struction. 

The  Ordinance  was  twelve  years  old  when  the  first  General  Assembly  met, 
the  Territory  having  reached  the  second  state.  In  1800  the  great  Northwest  was 
divided  into  two  unequal  parts,  the  eastern  division  comprising  what  is  now  Ohio, 
with  something  of  Indiana  and  a  large  fraction  of  the  peninsula  to  the  north, 
and  other  historic  events  followed  hard  after.  But  the  date  oftenest  named,  the 
date  about  which  cluster  most  associations,  is  1788;  the  voyage  down  the  Ohio 
in  a  rude  boat,  christened,  either  before  or  afterwards,  the  Mayflower ;  the  land- 
ing at  the  mouth  of  the  fair  Muskingum  within  the  tract  bought  by  the  Ohio 
Company ;  the  felling  of  the  first  tree  toward  the  building  of  houses  and  a  block- 
house;  the  arrival  of  (iovernor  St.  Clair  amid  a  deluge  of  oratorical  welcome 
and  cosmic  metaphor,  which  has  made  all  succeeding  welcomes  "o'ercome  us  like 
a  summer  cloud  without  our  special  wonder;"  St.  Clair's  gubernatorial  procla- 
mation to  all  and  singular:  the  Fourth  of  July,  with  its  bounteous  showers  of 
eloquence:  in  short,  the  settlement  of  Marietta  and  the  founding  of  Ohio  is  a 
tale,  when  fitly  told,  "to  hold  children  from  their  play  and  old  men  from  the 
chimney  corner." 

In  the  Western  Annals,  page  324,  Vickroy  says:  On  the  first  day  of  August, 
1780,  we  crossed  the  Ohio  river  and  built  the  two  blockhouses  where  Cincinnati 
now  stands,  but  the  village  of  Losantiville  was  not  laid  out  until  1788,  and  this 
date  is  put  down  in  history  as  that  of  the  settlement  of  Cincinnati,  which  name  the 
village  took  on,  it  is  said,  at  the  suggestion  or  instigation  of  the  Territory's  first 
and  last  governor. 

The  census  of  1790  gives  the  population  of  the  Northwest  Territory  as  4,280. 
Of  these  1,000  were  at  Vincennes,  1,300  in  Symmes's  Purchase,  1.000  on  the 
Ohio  Company's  Purchase :  but  unless  the  inflow  to  California  be  a  parallel  case 
there  is  no  other  to  the  rapidity  with  which  settlements  and  hamlets  in  the  Ohio 
Valley  grew  to  be  homes  and  cities. 

In  1800  the  Government  adopted  the  system  of  seUing  land  in  Ohio  on 
credit;  and  this,  coupled  with  the  return  of  peace  in  Europe  and  the  consequent 
falling  off  of  the  demand  there  for  agricultural  and  commercial  products  from 
America,  sent  a  wave  of  immigration  across  the  Ohio  river  which  had  something 
to  do  with  the  Eastern  District's  speedily  assuming  the  dignity  and  responsi- 
bilities of  statehood.  That  all-pervasive  influence  called  politics  played  a  hand 
in  the  game. 

It  may  be  that  a  scant  description  of  what  is  called  the  "Enabling  Act"  will 
be  welcome.  Its  potency  was  that  it  gave  permission  to  the  people  of  the  Eastern 
division,  though  "people"  in  the  preamble  is  wonderfully  pared  down  in  the  body 
of  the  instrument,  to  choose  representatives  to  a  convention  whose  high  function 
shall  be,  if  the  convention  think  it  best,  to  frame  a  constitution  for  a  State.  This 
State,  as  a  territorial  area,  shall  be  bounded  by  certain  specified  lines,  and  shall 
bear  such  baptismal  name  as  the  convention  pronounce. 

As  part  of  the  enabling  act  the  Congress  proposed  a  trade;  in  more  stately 
phrase  offered  three  propositions  to  be  by  the  convention  accepted  or  rejected, 
and  if  the  former  then  the  convention  must  by  ordinance,  "irrevocable  without 


l8  EDUCATIONAL    HISTORY    OF    OHIO 

the  consent  of  the  United  States,"  guarantee  that  lands  sold  by  the  general  gov- 
ernment shall  not  be  taxed  by  the  State,  county  or  township  for  a  term  of  five 
years. 

The  three  propositions  which  were  to  be  the  business  reason  for  this  exemp- 
tion were,  in  short,  granting  (i)  Section  i6  —  heretofore  promised  —  for  the 
use  of  schools;  (2)  certain  tracts  of  land  along  the  Scioto  and  the  Muskingum 
and  elsewhere  containing  saline  springs  "for  the  use  of  the  peo])le" —  wlierewith 
they  should  be  salted;  (3)  the  one-twentieth  part  of  the  net  proceeds  of  the  sales 
of  land  by  Congress  for  the  laying  out  and  making  of  public  roads  leading  from 
the  navigable  waters  emptying  into  the  Atlantic,  "to  the  Ohio,  to  the  said  state, 
and  through  the  same."  It  was  good  policy  to  induce  the  l)uyer  to  come  by 
making  easier  his  way  and  freeing  for  a  time  his  purchase  from  taxes. 

None  of  these  propositions  applied  to  the  United  States  military  lands  or  to 
the  Virginia  Military  Reservation,  or  to  the  Connecticut  Reserve,  or  to  the  land 
lying  beyond  the  Indian  boundary.  That  the  settlers  on  these  great  tracts  should 
be  left  without  some  provision,  at  least,  for  education  seemed  unjust.  When, 
therefore,  the  convention  to  form  the  Constitution  of  Ohio  met  and  considered 
the  three  oflfers  of  the  Government,  the  men  of  Ohio  in  turn  named  conditions 
to  Congress.  They  would  agree  to  lay  no  taxes  on  land  sold  by  the  United 
States  for  five  years  after  the  day  of  purchase.  But  they  would  do  so  provided 
Congress  would  spend  three  per  cent,  of  the  net  proceeds  of  Ohio  sales  in  build- 
ing roads,  not  to,  but  in  the  State ;  provided  the  title  to  all  school  lands  was 
vested  in  the  State  and  not  in  the  people  of  the  townships ;  provided  that  a  town- 
ship should  be  given  Ohio  for  a  seminary  in  place  of  the  township  promised 
Symmes,  but  never  set  apart ;  and  provided  that  land  equal  in  amount  to  one 
thirty-sixth  of  the  Western  Reserve,  the  military  lands,  the  Virginia  Reservation 
•and  all  that  might  hereafter  be  obtained  from  the  Indians,  should  be  vested  in 
the  Legislature  for  the  use  of  schools  in  such  tracts. 

When  these  propositions  were  put  into  a  bill  and  the  bill  brought  before 
Congress  they  called  out  some  ill-natured  remarks  from  a  Pennsylvania  member. 
The  Ohio  lands  were  the  common  property  of  all  the  States  —  Virginia  had  given 
them  for  the  common  good.  They  were  pledged  to  pay  the  revolutionary  debt. 
W^hat  right,  then,  had  Congress  to  put  its  hand  into  the  common  fund,  lay  hold 
of  a  part  of  it,  and  use  that  part  for  the  sole  benefit  of  the  people  of  Ohio? 
What  right  had  Congress  to  spend  on  Ohio  roads  money  which  ought  to  gc 
toward  paying  the  debt  of  the  whole  country?  Such  an  act  was  an  assump- 
tion of  power.  It  was  an  act  of  usurpation.  John  Randolph  answered  him  and 
answered  him  fully,  and  the  House,  without  more  ado,  sent  the  bill  to  the  Senate, 
which  passed  it  on  to  the  President,  who  signed  it  on  the  last  day  of  the  session. 

Careful  critics  agree  to  regard  February  19,  1803,  as  the  date  from  which 
to  reckon  Ohio's  Statehood.  Like  the  Union,  the  State  had  several  plausible 
birthdays.  It  may,  in  passing,  be  worth  the  minute  to  notice  that  the  foregoing 
appropriations  "were  in  conformity  to  and  in  consideration  of  the  conditions 
agreed  upon  by  the  State  of  Ohio,  by  the  Ordinance  of  the  Convention  of  the 
State,  bearing  date  the  29th  day  of  November,  1802. 


CHAPTER  III 


EARLY   SCHOOLS 


EARLY   SCHOOLS 


CHE  early  settlers  of  Ohio,  as  a  rule,  were  too  busy  in  erecting  rude  habita- 
tions, felling  trees,  burning  off  the  heavy  timber,  fencing  the  clearings, 
guiding  the  plow  through  rooty  ground,  and  making  passable  highways 
to  mill  and  market,  to  allow  them  to  devote  any  attention  to  any  other  interest 
less  pressing,  and  that  could  be  deferred  to  a  more  convenient  season.  Hence  it 
is  not  strange  that  school  interests  were  often  neglected. 

The  teachers  of  the  pioneer  schools  in  southwestern  Ohio  were  selected 
more  on  account  of  their  unfitness  to  perform  manual  labor  than  by  reason  of 
their  intellectual  worth.  The  few  schools  established  in  this  section  were  taught 
by  cripples,  worn-out  old  men,  and  women  physically  unable  to  scotch  hemp 
and  spin  flax,  or  constitutionally  o])posed  to  the  exercise.  Educational  senti- 
ment was  at  a  low  ebb,  and  demanded  from  the  instructors  of  children  no 
higher  qualifications  than  could  be  furnished  by  the  merest  tyro.  Before  school 
legislation  and  other  instrumentalities  effected  salutary  changes  in  the  methods 
of  school  administration  conmion  to  this  locality,  schools  of  worth  were  to  be 
found  only  in  the  more  populous  centers.  The  estimation  in  which  the  teacher 
was  held  by  the  community  at  large  was  not  such  as  to  induce  any  young  man 
or  woman  of  spirit  and  worth  to  enter  upon  teaching  as  a  vocation. 

The  teacher  was  regarded  as  a  kind  of  pensioner  on  the  Ijounty  of  the 
people,  whose  presence  was  tolerated  only  because  county  infirmaries  were  not 
then  in  existence.  The  capacity  of  a  teacher  to  teach  was  never  a  reason  for 
employing  him,  but  the  fact  that  he  could  do  nothing  else.  Under  such  circum- 
stances, it  would  be  vain  to  look  for  superior  qualifications  on  the  part  of  the 
teachers.  The  people's  demand  for  education  was  fully  met  when  their  children 
could  write  a  tolerably  legible  hand,  when  they  could  read  the  Bible  or  an 
almanac,  and  when  they  were  so  far  inducted  into  the  mysterious  computation 
of  numbers  as  to  be  able  to  determine  the  value  of  a  load  of  farm  produce. 

A  brighter  picture  presents  itself  when  we  consider  the  state  of  educational 
sentiment  in  that  section  of  Ohio  peopled  with  settlers  from  New  England. 
They  were  not  oblivious  to  the  value  of  education  in  a  utilitarian  sense,  but 
their  notions  of  utility  were  broader  and  more  comprehensive  than  those  enter- 
tained by  their  southern  neighbors. 

The  social  status  of  the  teacher  was  on  an  equal  footing  with  that  of  the 
physician  and  the  minister.  Society  welcomed  him  to  its  presence  as  an  honored 
member.  His  periodic  visit  to  the  homes  of  his  pupils  was  regarded  as  quite 
an  event  by  each  household,  and  great  were  the  preparations  that  preceded  his 
appearance  to  "board  out"  the  share  of  any  patron  of  his  school.  His  evenings 
were  spent  with  the  family.  If  this  plan  did  not  give  him  the  best  opportunities 
for  self-culture  and  jireparation  for  the  duties  of  the  morrow,  it  was  not  without 
its  advantages.     Many  an  aspiring  youth  was  led  into  new  fields  of  thought  by 


22  EDUCATIONAL    HISTORY    OF    OHIO 

coming  into  personal  contact  with  the  master  in  the  home  circle ;  and  the  seeds 
of  knowledge  planted  by  the  faithful  teacher  around  the  fireside  of  the  pioneers, 
often  sprung  up  into  vigorous  life.  The  teacher  became  acquainted  with  the 
habits  and  peculiarities  of  his  pupils  when  they  were  acting  independent  of  the 
authority  exerted  in  the  school-room,  and  was  able  to  turn  this  knowledge  to 
his  own  assistance  and  their  profit. 

The  practice  which  prevails  to  a  great  extent  at  the  present  day,  of  employ- 
ing a  male  teacher  to  teach  a  winter  term  and  a  female  teacher  to  teach  the 
summer  term,  was  prevalent  all  over  the  State. 

The  mode  of  government  was  simple.  Moral  suasion  was  not  recognized 
by  the  pioneer  school-master  as  an  important  element  in  school  management. 
The  hickory  tree  which,  at  the  present  date,  is  said  by  arboriculturists  to  threaten 
to  follow  the  buflfalo  into  extinction,  was  abundant  and  often  handy ;  and  the 
teacher's  common  resort  to  it  for  help  in  the  time  of  trouble  was  more  likely  to 
gain  him  praise  than  blame.  Elsewhere  this  spur  to  the  loiterer  and  music  in 
the  air  is  more  poetically  alluded  to  as  "the  song  of  the  birch,"  and  the  "willow 
branch  of  education." 

It  is  seldom  fair  to  judge  of  men  and  things  by  Sinon's  rule:  ex  niio  disce 
oinncs.  Not  often  from  one  can  be  drawn  a  .safe  conclusion  as  to  all.  Doubtless 
there  were  pupils  and  pupils,  teachers  and  teachers,  as  there  are  said  to  be 
"deacons  and  deacons."  It  may,  however,  make  clearer  one's  notions  as  to  the 
plasticity  of  the  material  which  the  pioneer  schoolmaster  was  to  mold,  or  try 
to,  to  call  upon  credible  witnesses  and  weigh  the  evidence.  Governor  Morrow 
condemns  the  leasing  system  for  inviting  and  retaining  a  population  within  our 
boundaries,  not  to  be  desired,  composed  principally  of  emigrants  from  the  differ- 
ent states  of  the  Union  with  habits,  and  modes  of  thinking  on  the  subject  of 
common  schools,  as  different  as  are  the  regulations  of  the  States  from  which  they 
came.  Still,  the  United  States  has  been  fairly  successful,  during  her  century  and 
a  quarter,  in  causing  a  second  generation  to  diflfer  widely  from  a  diverse  first, 
and,  in  the  essentials  of  citizenship,  to  become  more  and  more  alike,  and  as  the 
Nation  has  done  so,  in  a  smaller  arena,  have  done  the   States. 

But  to  resume.  The  following  is  a  picture  as  it  appeared  to  the  historic 
eyes  of  McMaster.  It  is  suggestive  of  the  teacher's  mission  when  he  rises  to 
it,  in  the  log  cabin  school  house. 

A  family  of  eight,  on  their  way  from  Maine  to  Indiana,  walked  all  the 
way  to  Easton,  Pennsylvania,  which  they  reached  late  in  February,  dragging 
the  children  and  their  worldly  goods  in  a  handcart.  A  blacksmith  from  Rhode 
Island  made  his  way  in  the  dead  of  winter  across  Massachusetts  to  Albany. 
In  a  little  cart  on  four  plank  wheels  a  foot  in  diameter  were  some  clothes,  some 
food,  and  two  children.  Behind  it  trudged  the  mother  with  an  infant  at  the 
breast  and  seven  other  children  beside  her.  The  father  and  a  boy  of  twelve 
pulled  the  cart.  .\  family  of  seven  passed  through  Bridgeport,  Connecticut,  in 
March.  They  had  come  down  from  Three  Rivers  in  Canada,  the  men  draw- 
ing a  small  cart  on  four  plank  wheels,  and  the  women  and  larger  children  fol- 
lowing on  foot.  Yet  another  family,  consisting  of  man,  wife,  and  five  children, 
passed  through    Woodbury,    New  Jersey,   with  all   their  household   goods   in  a 


EDUCATIONAL    HISTORY    OF    OHIO  23 


wheelbarrow.  They  were  walking  to  Ohio.  Still  another  couple  with  seven 
children  were  so  destitute  that  the  man  carried  his  property  on  his  back. 

For  the  sake  of  a  little  sunshine  on  the  p'rture  it  must  be  admitted  that 
these  sad,  forlorn  little  processions  might  furnish  some  excellent  pupils,  especially 
if,  among  them  there  was  stirring  of  the  spirit  Samuel  Lewis  illustrates  by 
examples  of  which  he  was  witness.  He  relates  that  more  than  once,  when  a 
boy,  he  heard  a  resolute  mother,  when  surrounded  by  friends  attempting  to  dis- 
suade her  from  emigration,  assign  as  a  sufficient  reason  for  going  West,  "My 
children  will  there  be  entitled  to  education  as  well  as  the  rich." 

Instead  of  attempting  to  conventionalize,  as  the  drawing  masters  term  it, 
the  school  house  and  the  school  teacher  of  those  times;  or  to  make  a  composite 
picture  out  of  a  number,  and  draw  therefrom  some  slender  claim  to  originality, 
the  writer  feels  confident  of  approval  in  simply  putting  down  bits  of  description 
by  sundry  hands  industriously  swept  up,  leaving  to  each  reader  the  agreeable 
task  of  painting  pictures  for  himself. 

PIONEER   SCHOOLS    OF   WASHINGTON    COUNTY 

Dr.  Hildreth,  of  Marietta,  who  has  done  so  much  to  put  on  record  the 
valuable  history  of  the  first  settlement  in  Ohio,  at  the  mouth  of  the  Muskingum 
and  vicinity,  gives  it  as  his  opinion  that  the  first  female  who  kept  a  school 
within  the  present  limits  of  Ohio  was  Bathsheba  Rouse,  daughter  of  John  Rouse, 
of  Xew  Bedford,  Massachusetts,  who  taught  the  young  children,  of  perhaps  the 
most  prominent  and  influential  families  ever  collected  in  one  settlement. 

This  was  at  Belpre  in  the  summer  of  1789,  and  in  1791-92  in  Farmers' 
Castle,  the  noted  spot  on  tlie  Ohio  River,  below  Marietta  and  near  Blenner- 
hassett's  Island,  afterwards  so  famous,  so  suggestive  of  three  persons  at  least, 
and  their  unhappy  careers. 

During  the  winter  months  a  male  teacher  was  employed  for  the  large  boys 
and  young  women.  Daniel  Mayo  was  the  first  teacher  in  Farmers'  Castle.  He 
came  from  Boston,  a  young  man,  in  the  family  of  Ebenezer  Battelle,  in  the  fall 
of  1788.     He  was  a  graduate  of  Cambridge  University. 

The  school  was  kept  in  a  large  room  of  the  block-house.  Mr.  Mayo  taught 
here  for  several  winters,  and  during  the  summers  worked  at  clearing  and  culti- 
vating his  land.  He  married  a  daughter  of  Col.  Israel  Putnam,  and  after  the 
War  of  1812,  settled  in  Newport,  Kentucky,  where  his  descendants  now  live. 

Jonathan  Baldwin,  an  educated  man  from  New  England,  who  afterwards 
settled  at  Waterford,  taught  school  in  the  block-house  No.  3  part  of  the  time 
of  the  confinement  of  the  settlers  in  Farmers'  Castle  in  i79i-'92.  These  schools 
had  no  public  funds  as  schools  at  this  day  have,  to  aid  them,  but  were  supported 
from  the  hard  earnings  of  the  honest  pioneer. 

In  the  winter  of  1789,  at  Marietta,  Major  Anselm  Tupper  kept  school  in 
"Campus  Martins"  in  the  northwest  block-house,  where  also  taught  Dr.  Jabez 
True  and  Benjamin  Slocum,  a  well  educated  man  of  Quaker  parentage.  Here 
also  taught  a  Mr.  Baldwin,  while  a  Mr.  Curtis,  when  fear  of  the  Indians  had 
subsided,  taught  the  rudiments  to  his  class  in  a  cooper  shop. 


24  EDUCATIONAL   HISTORY   OF   OHIO 

John  Reily.  who  had  fought  at  Camden,  Guilford,  and  Eutaw,  came  west 
after  peace  donned  her  wheaten  garland,  built  the  first  school  house  in  Ohio  at 
Columbia,  then  five  miles  from  Fort  Washington,  now  Cincinnati,  and  in  it 
taught  school  in  1790.  The  next  year.  Francis  Dunlevy,  a  Virginian,  who  had 
also  been  a  soldier,  a  man  of  rare  attainments  in  the  classics  and  mathematics, 
came  to  the  Miami  country  and  joined  Reily  as  partner  and  gave  instruction 
in  Latin  and  Greek.  In  1797,  Mr.  Dunlevy  opened  a  large  school  at  a  point  near 
what  is  now  the  town  of  Lebanon.  Among  the  students  was  Thomas  Corwin, 
the  eloquent  orator  and  wise  statesman.  Governor  of  Ohio  and  United  States 
Senator ;  also,  John  Smith,  in  after  years  a  member  of  the  United  States  senate 
with  an  almost  solitary  experience  as  to  his  mode  of  leaving  it.  The  school  was 
continued  until  the  year  1801,  when  Mr.  Dunlevy  moved  to  the  northwest  about 
two  miles,  where  many  of  his  pupils  followed  him. 

Other  teachers  of  this  early  date  about  Lebanon  were  Matthias  Ross,  1801 ; 
Thomas  Newport,  1805 ;  Ignatius  Brown,  1800.  The  first  school  in  the  town  of 
Lebanon  was  taught  by  Enos  Williams  in  i8ot-'o3.  The  cour.se  of  study  was 
reading,  writing,  spelling,  arithmetic,  geography,  and  English  Grammar. 


The  first  school  taught  in  what  is  now  the  city  of  Zanesville  was  kept  by 
a  Mr.  Harris,  in  1800  and  1801.  in  a  cabin;  in  1802  a  Mr.  Jennings  kept  a 
school  in  a  cabin;  in  1805,  Samuel  Herrick  —  it  is  pleasing  to  happen  upon  a 
proper  name  —  came  to  Zanesville  and  taught  school  in  a  cabin.  This  school 
house  was  without  daubing  and  had  a  ground  floor.  Mr.  Herrick  used  for  a 
"dunce-block"  a  large  stump  which  stood  in  the  middle  of  the  room,  and  the 
oldest  inhabitants  tell  of  an  opening  beneath  the  nether  log  of  the  house  through 
which  a  pupil  would  sometimes  pass  when  the  teacher  grew  threatening  and 
personal. 


A  log  school  once  stood  on  the  bank  of  the  Mahoning  river  in  the  village  of 
Warren,  and  George  Parsons,  probably  the  first  teacher  in  the  village,  taught 
therein  in  1803.  John  Leavitt,  Jr.,  organized  the  first  school  in  a  second  log 
college  and  a  Mr.  Haynes  vv'as  "assigned  to  duty  in  the  more  aristocratic  frame." 

The  first  authentic  note  of  any  attempt  to  establish  a  school  in  the  village 
of  Youngstown  dates  as  far  back  as  1805,  by  which  date  the  first  school  house 
was  erected.  It  was  a  log  building,  one  story  high,  with  but  one  room,  and 
the  first  teacher  whose  name  has  been  remembered  is  Perlee  Brush  It  is  not 
known  what  his  monthly  receipts  were,  hut  a  shop-keeper's  book  show  that  at 
that  time  laboring  men  had  about  ten  dollars  a  month  and  clerks  about  thirteen 
dollars   and   "found." 

Brush  was  followed  by  James  Xoyes,  "a  tall,  slim,  man  from  Connecticut." 
In  181 1,  there  was  a  log  school  house,  and  another  that  served  both  as  a  school 
house  and  a  church.  "The  qualifications  for  a  teacher  in  those  days  were  few 
and  moderate.     If  a  man  could  read  tolerably  well,  was  a  good  writer  and  could 


EDUCATIONAL   HISTORY    OF    OHIO  25 


cipher  as  far  as  the  rule  of  three,  knew  how  to  use  the  birch  scientifically  and 
had  firmness  enough  to  exercise  this  skill,  he  could  pass  muster." 

In  1818,  Jabez  P.  Manning  conducted  what  is  said  to  be  the  first  regular 
and  complete  organization  of  a  school  in  the  village.  The  article  of  agreement 
shows  that  his  patrons  were  to  pay  $1.75  "for  each  and  every  scholar  we  sub- 
scribe," for  the  quarter.     They,  in  addition  to  this  furnished  the  wood. 

At  a  later  period,  in  the  early  twenties,  it  is  recorded  that  quite  frequently, 
married  people,  older  than  the  teacher,  received  instruction  during  the  winter. 
If  this  were  even  a  moderately  common  practice,  it  would  account  for  the  paren- 
thesis in  the  statute  of  1838  regidating  the  distribution  of  the  State  Common 
School  fund  among  the  several  counties  "according  to  the  number  of  white  youth 
(unmarried)." 

Before  1820,  according  to  the  recollections  of  the  oldest  inhabitants,  all  the 
schools  held  in  Pickaway  county  were  sustained  entirely  by  subscription.  The 
branches  taught  were  reading,  writing,  and  arithmetic.  The  school  houses  even 
in  Circleville,  were  log  houses  of  a  single  room,  made  comfortable  by  "seaming 
the  cracks  with  tempered  clay,"  which  is  a  decided  advance  beyond  conditions 
in  some  counties,  where  the  houses  were  simply  "daubed  with  mud."  Slabs  on 
rude  legs  served  for  seats.  The  reading  classes,  after  a  tedious  coarse  in  spell- 
ing books,  began  with  the  New  Testament. 

Johnson  Hunter  was  a  successful  teacher  of  the  earlier  time  down  to  1818. 
He  taught  in  a  log  house  of  the  kind  described.  Hans  Hamilton  kept  school 
in  a  similar  one.  Hugh  Hannagan,  whose  nativity  may  be  shrewdly  guessed, 
is  often  spoken  of  as  a  teacher  of  excellent  parts,  but  with  a  lively  relish  for  the 
"liquid  hospitality"  of  the  country.  Xo  common  schools  entirely  free  can  be 
said  to  have  been  established  till  after  the  passage  of  the  school  law  of    1838. 

In  1809  Joseph  Shreve  came  to  Salem  and  was  engaged  to  teach  a  school. 
In  the  spring  he  returned  to  Pennsylvania.  His  second  coming  was  over  ten 
years  later.  He  was  a  Friend  and  his  schools  were  under  the  direction  of  the 
Friends.  At  the  conclusion  of  his  pedagogical  labors  he  celebrated  the  even' 
in  a  number  of  stanzas  of  rhyme  and  in  these  he  sought  to  embalm  the  names, 
if  not  the  memory,  of  the  early  Salem  teachers.  It  is  not  certainly  known  who 
was  the  first  teacher  in  the  village,  but  Shreve's  claim  to  very  early  service  is 
put  in  the  following  apostrophe : 

"And  time  draws  near  that  I  must  part  with  thee, 
Who  rocked  the  cradle  of  thy  infant  days." 

The  first  schools  were  kept  in  rooms  fitted  for  the  purpose.  The  old  meet- 
ing house,  the  first  built  in  the  town,  was  for  a  while  used  as  a  school  room. 
The  first  house,  exclusively  for  school  purposes,  was  a  hewed  log  structure. 


Foi    the  first  time  in  this  collection  of  views   we  come  across  a  touch   of 
esthetics  —  a  fair  spot  of  ground  originally  chosen  by  the  first  settlers  of  New 


26  EDUCATIONAL    HISTORY    OF    OHIO 

Lisbon  and  occupied  for  school  purposes  from  the  commencement  of  the  town 
in  the  earliest  years  of  the  century. 

It  is  on  a  hill,  capped  with  a  beautiful  grove  of  white  oak  saplings,  and  in 
the  midst  thereof  a  log  cabin  school  house,  through  the  oiled-paper  windows  of 
which  the  rays  of  the  morning  sun  obtained  a  modified  admittance,  and  saw 
within,  school  furniture  constructed  of  slabs,  flat  side  up,  adjusted  by  fixing 
pins  in  the  wall.  Later  in  the  day  the  master  appeared  and  sat  on  a  stool  of 
primitive  style,  '"and  desk  the  same,"  with  rod  near  at  hand.  No  doubt  the 
busy  whisper,  circling  round,  conveyed  the  dismal  tidings  when  he  frowned. 

"Inside  of  this  rude  but  humble  building,  the  light  was  extracted  from 
Dilworth's  and  Webster's  Spelling  Books,  the  English  Reader,  and  Daboll's  and 
Jesse's  Arithmetics,  and  the  Western  Calculator,  and  other  ancient  school  books, 
long  held  in  remembrance  by  the  older  class  of  people."  David  Wilson,  Reuben 
P.  McNamee,  and  Thomas  Rigdon,  presided  over  this  primitive  temple  of  learn- 
ing. The  successor  of  the  log  cabin  was  a  hewed  log  house.  What  has  been  the 
fate  of  the  white  oak  saplings  we  ask,  and  the  recalled  pictures  of  a  hundred 
school  yards  of  the  elder  day  and  of  the  present  serve  for  an  answer. 

In  this  building  John  Whitacre  taught,  and  De  Lorma  Brooks,  who  met  the 
author  of  the  McGuffey  Readers  in  the  road ;  and  after  a  succession  of  teachers, 
the  line  was  closed  by  David  Anderson,  the  hewed  log  house  declared  by  the 
directors  "no  longer  tenantable,"  but  Mr.  Anderson  for  many  years  served  the 
people  as  teacher  in  other  quarters. 


In  1807  an  act  was  obtained  from  the  legislature  incorporating  the  Dayton 
Academy  with  eight  prominent  citizens  as  incorporators.  The  next  year  they 
erected  by  subscription  a  substantial  two-story  brick  school  house.  The  first 
teacher  was  William  M.  Smith. 

In  1833  the  Academy  property  was  sold  and  a  new  building  erected  which, 
after  the  general  reorganization  of  schools  consequent  upon  the  legislation  of 
1847,  1849  ^^^^  1853,  was  donated  to  the  board  of  education.  L'pon  the  site  of 
this  building  the  Central  High  School  building  was  afterwards  constructed. 

In  Samuel  Lewis's  wonderful  campaign  of  education  he  made  an  address  in 
Dayton  which  led  to  the  public  meeting  of  1838  and  the  building  of  two  school 
houses.  Strenuous  opposition  was  made  to  the  levy  of  the  tax  by  a  few  wealthy 
citizens  who  even  aimed  an  injunction  at  the  measure  but  the  houses  were  built. 

In  1841  a  city  charter  was  granted  to  Dayton  by  which  the  control  of  the 
common  schools  was  given  to  the  city  council,  which  body  appointed  a  board 
of  managers  of  common  schools.  When  the  Akron  law  was  passed  the  Dayton 
board  of  managers  procured  the  extension  to  Dayton  of  Section  fifth  of  that 
law  making  it  the  duty  of  the  board  to  establish  a  central  grammar  (high)  school. 

By  popular  vote  in  1855,  under  legislative  provision,  the  schools  were  taken 
from  the  supervision  of  the  city  council.     This  council  by  an  ordinance  defined 


EDUCATIONAL    HISTORY    OF    OHIO  zj 

the  number,  mode  of  election  and  term  of  office  of   members  of  the  board  of 
education. 


In  the  township  wherein  afterwards  the  New  London,  Butler  county.  Special 
School  was  organized  the  first  school  was  taught  in  1809,  in  a  rented  log  cabin, 
by  Adam  Mow,  at  $1.50  per  scholar  for  a  term  of  three  months.  This  seems 
to  have  been  the  common  price.  There  is  a  claim  of  priority  in  behalf  of  another 
school  in  an  adjoining  township  taught  by  a  Mr.  Jenkins,  "whose  most  dis- 
tinguished pupil"'  became  a  governor.  "This  teacher  was  noted  for  teaching 
morals  and  manners  to  his  pupils."     Hence,  the  governor. 

In  1810  the  citizens  of  New  London  built  a  log  cabin  school  house  with  "cat 
and  clay"  chimney,  wooden  latch,  slab  benches,  board  roof  and  two  small 
windows.  To  books  for  reading  previously  named  may  be  added  Runyan's 
Pilgrim's  Progress.  "The  qualitications  of  a  teacher  were  inferred  from  repu- 
tation, or  recommendation,  or  decided  characteristics,  as  good  penmanship,  ability 
in  arithmetic  or  austerity  in  manner  and  discipline." 

A  change  came  in  i8iy  with  David  Lloyd,  (jrammar  and  geography  were 
introduced  and  the  pupils  in  these  branches  and  in  arithmetic  were  arranged  in 
classes,  instead  of  each  pupil  reciting  by  himself,  or,  more  commonly,  not  at  all. 
Mr.  Lloyd  collected  his  pay  from  his  patrons  as  his  predecessors  had  done.  Sec- 
tion sixteen  is  spoken  of  in  this  connection  —  its  renting  for  one-third  grain 
rent,  twenty  or  thirty  bushels  of  corn  worth  ten  or  twelve  cents  per  bushel. 
This  corn  the  teacher  had  to  take  at  the  market  price  as  part  of  his  wages,  ti 
be  credited  no  doubt  upon  the  bills  iiresented  to  his  patrons. 

A  high  school  under  individual  management  was  established  in  1821  which 
greatly  advanced  the  educational  spirit  of  the  community.  .\  future  governor 
of  Ohio,  William  Bebb,  was  the  first  teacher  employed  after  the  organization  of 
the  schools  under  the  law  of  1825. 


In  1804  there  were  Imt  three  families  in  the  township  which  now  contains 
tlie  city  of  Troy.  This  statement  is  made  because  a  similar  statement  could  be 
true  of  hundreds  of  townships  in  the  State.  It  helps  to  make  more  real  the 
conditions  from  which  the  pioneer  schools  had  to  start. 

In  i8i3-'i4  Mr.  Samuel  Kyle  taught  in  the  village  a  school  of  from  twelve 
to  fifteen  pupils.  The  house  was  of  the  material  most  in  vogue.  "Its  hearth  (or 
floor)  the  earth,"  its  hall  the  "azure  dome."  Two  years  later  another  teacher  in 
another  school  celebrated  Christmas  by  serving  his  pupils  with  the  cup  that  cheers 
and  also  inebriates.  What  effect  the  "treat"  had  upon  the  teacher's  term  of 
service  is  not  recorded.  At  an  early  day  a  brick  house  of  but  one  room,  built  by 
public  subscription,  stood  where  the  Edwards  school  house  now  stands.  The 
teachers  were  paid  by  subscription. 


28  EDUCATIONAL    HISTORY    OF    OHIO 

A  nunilier  of  fairly  successful  private  schools  between  these  earlier  times  and 
the  revival  which  attended  the  Akron  law  made  ready  the  public  for  their  part 
in  this  great  movement. 


Fayette  county  was  settled  by  emigrants  from  Western  \'irginia  and  Ken- 
tucky. Though  they  possessed  but  a  limited  amount  of  intellectual  attainment 
they  felt  that  education  was  due  their  children,  and  they  early  tried  to  secure 
this -for  them  in  such  schools  as  were  kept  in  a  vacant  cabin,  here  and  there. 

Any  person  who  would  happen  along  and  offer  to  teach  was  given  a  chance, 
and  no  questions  asked.  As  no  books  were  kept  on  sale  anywhere  within  reach, 
those  on  hand  in  the  humljle  homes  from  which  the  children  came,  were  brought 
in  triumph  to  school.  One  of  the  county  examiners,  many  years  ago  testified 
that  he  had  seen  in  use  as  reading  books, —  in  different  schools,  no  doubt, — 
The  American  Preceptor,  the  English  Reader,  the  Xevi-  Testament,  Charlotte 
Temple,  a  much  read  novel  of  the  time, —  Thinks  I  to  Myself,  .A  System  of 
Military  Tactics,  and  a  Treatise  on  Universal  Salvation. 

Between  the  school  law  of  1821  and  that  of  1825.  school  legislation  was 
much  debated  in  the  numerous  debating  clubs ;  especially  the  startling  propo- 
sition that  the  State  could  and  should,  or  shotdd  not,  "tax  one  man  to  educate 
another  man's  children,'"  and  much  good  is  .said  to  have  come  from  the  contests. 

The  passage  of  the  first  general  school  law  was  followed  by  the  laying  out 
of  the  townships  into  school  districts  and  the  building  of  new  log  school  houses, 
with  glass  windows.  The  first  blackboard  of  which  there  was  knowledge  was 
put  up  in  1838.  No  fine  crayons  were  used  thereon.  Ten  years  at  least  after 
this,  in  another  county  of  Ohio,  possibly  in  many,  each  pupil  carried  to  school 
his  own  "chunk"  of  chalk  for  his  individual  ciphering. 


Prior  to  the  establishment  of  the  State  Common  School  System,  private 
schools,  of  course,  aflforded  the  only  means  of  instruction.  Accounts  respecting 
the  first  of  these  schools,  its  teacher,  and  location,  are  somewhat  conflicting,  but 
the  best  evidence  awards  a  Mr.  Ritchie,  whose  given  name  has  passed  from 
memory,  the  honor  of  having  been  the  first  educator  in  Hamilton.  His  school 
was  established  about  the  year  1810,  and  he  continued  teaching  for  several  years. 
Being  a  bachelor,  he  kept  bis  own  house.  One  morning  his  pupils  came  at  the 
usual  school-hour,  and  found  the  old  master  dead  in  his  school-room.  Death 
had  found  him  on  the  field  of  his  labors.  Tradition  reports  him  as  teacher  of 
excellent  attainments  in  scholarship,  but  of  great  severity  in  government.  In- 
deed, it  was  the  connnon  belief  of  those  under  his  care,  that  he  seasoned  his 
liberal  stock  of  black-haw  rods  in  oil,  that  they  might  be  rendered  the  tougher. 
It  is  certain  that  bodily  punishment  upon  young  men  of  twenty-one  years,  and 
even  upon  voung  women  eighteen  years  of  age,  was  of  frequent  occurrence 
imder  his  rigorous  administration.  A  school  was  carried  on  in  the  same  log- 
house  after  his  death    but  the  name  of  the  teacher  is  forgotten. 


EDUCATIONAL   HISTORY    OF    OHIO  29 

In  1810,  the  Rev.  Mathew  G.  Wallace  came  to  Hamilton,  and  organized 
what  has  since  been  known  as  the  First  Presbyterian  Church.  In  addition  to 
his  duties  as  pastor,  he  opened  a  school  for  instruction  in  the  higher  English 
branches  and  the  classics,  in  a  building  which  had  been  formerly  used  as  a  court- 
house. Under  Mr.  Wallace's  care,  this  school  was  continued  until  about  1814. 
It  was  the  first  in  Hamilton  or  vicinity  where  classical  instruction  was  given. 
An  engraving  of  the  old  building  hangs  in  the  present  court-house,  and  shows  a 
hewed  log  house,  two  stories  in  height,  with  a  porch  in  front.  It  was  twenty  or 
twenty-five  feet  square. 

About  1815,  Alexander  Proudfit,  a  graduate  of  Ohio  University,  came  to 
Hamilton  as  a  tutor  to  the  sons  of  Dr.  Daniel  Milliken,  and  as  a  student  of 
medicine  under  that  gentleman. 

Gradually  the  children  of  other  families  became  members  of  the  class,  until 
he  was  at  the  head  of  a  school  very  respectable  in  point  of  numbers.  He  especially 
excelled  in  the  dead  languages,  and  was  the  second  who  gave  instruction  in  them, 
Mr.  Wallace  having  been  the  first. 

Benjamin  F.  Raleigh  taught  from  1825  to  1830.  His  name  appears  on  the 
Fairfield  Township  records  for  several  years  as  Township  Clerk,  and  also  as 
Township  Superintendent  of  Common  Schools,  the  earliest  mention  we  have  of 
the  Common  School  system. 

In  December,  1832,  the  Hon.  John  Woods,  being  deeply  impressed  with  the 
necessity  of  affording  the  young  ladies  of  Hamilton  better  facilities  for  thorough 
instruction  in  the  useful  and  ornamental  branches  of  a  good  education,  drew  up 
articles  of  association  for  establishing  a  seminary,  to  be  known  as  "The  Hamilton 
and  Rossville  Female  Academy."  This  academy  was  the  connecting  link  between 
the  preceding  lack  of  educational  system  under  private  instruction,  and  the  organ- 
ized system  of  public  instruction  under  the  State.  Let  its  memory  be  gratefully 
regarded,  for  within  its  walls  many  mothers  of  the  present  generation  imbibed 
the  love  for  all  that  is  refining  and  ennobling  in  liberal  education.  Their  influ- 
ence will  be  felt  through  their  descendants  in  all  time. 


The  first  settlers  of  Hillsborough  were  men  of  intelligence,  and  at  an  early 
day  evinced  a  great  interest  in  schools.  Many  of  these  pioneers  were  men  of 
liberal  education  for  that  day,  and  were  always  ready  and  anxious  to  provide 
schools  for  their  children.  Very  soon  after  the  settlement  of  the  town,  pay  or 
subscription  schools  were  taught  at  intervals  by  James  Daniel  and  others.  The 
first  of  these  schools,  deserving  of  particular  notice,  was  taught  by  Robert  Elliott, 
who  came  here  from  Kentucky,  at  the  instance  of  Allen  Trimble,  who  had  known 
him  as  a  teacher  in  that  State. 

Elliott  opened  his  school  in  1814,  in  a  building  on  Walnut  street,  nearly 
opposite  the  Methodist  Church.  At  the  start  he  had  between  thirty  and  forty 
pupils,  and  the  number  was  somewhat  increased  afterward.  He  was  considered 
a  good  teacher,  and  his  school  was  continued  for  the  following  three  vears.     It 


30  EDUCATIONAL    HISTORY    OF    OHIO 


was  attended  by  the  children  of  the  town,  and  by  some  from  the  adjoining 
country. 

While  this  school  was  going  on,  the  citizens  of  the  town  agitated  the  subject 
of  the  purchase  of  a  lot  and  the  erection  of  a  school-house.  A  public  meeting 
was  held,  at  which  it  was  determined  to  buy  a  lot  and  build  a  house,  all  to  be 
paid  for  by  subscription,  and  to  be  the  property  of  the  town  for  school  purposes. 
Very  soon  after  a  log  school-house,  twenty-five  Ijy  thirty-five  feet,  was  erected 
upon  this  lot.  The  house  was  of  hewn  logs,  and,  in  the  language  of  the  article 
of  agreement  with  the  contractor,  was  "to  be  chunked  and  daubed  with  good 
lime  and  clay  mortar  on  the  outside,  and  to  be  lined  with  plank  on  the  walls  in 
the  inside,  and  sealed  above  head."  On  the  completion  of  the  house  it  was  fur- 
nished with  seats  and  desks  of  simple  construction,  but  in  consonance  with  the 
means  of  the  people  and  in  accordance  with  the  furniture  of  their  homes.  Elliott 
first  occupied  this  house,  removing  his  school  from  the  house  on  Walnut  street. 
He  remained  in  it  until  1813. 

The  next  movement  in  the  direction  of  better  schools  occurred  in  1818.  At 
that  time  the  Madras  or  Lancastrian  school  system  was  attracting  considerable 
attention  in  this  country  and  Europe.  Captain  John  McMullin  came  to  Hills- 
borough from  Virginia,  and  proposed  to  teach  a  school  upon  this  plan.  Several 
prominent  citizens  became  interested  in  getting  up  the  school.  A  meeting  was 
held  and  articles  of  agreement  and  subscription  were  drawn  up  and  signed  by 
nearly  all  the  citizens  of  the  town.  For  the  welfare  and  good  government  of  the 
school  seven  men  were  chosen  trustees  of  the  "Hillsborough  Lancastrian  School." 
These  trustees  were  empowered  to  contract  with  McMullin  to  teach  the  school, 
and  were  to  pay  him  a  salary  not  exceeding  six  hundred  dollars  for  the  first 
year.  They  were  also  authorized  to  provide  fuel  and  other  necessaries.  All 
expenses  were  to  be  paid  bv  assessment  on  the  subscribers  in  proportion  to  the 
number  of  scholars  each  sent  to  the  school.  The  school  was  to  be  in  session 
forty-eight  weeks  each  year.  It  was  opened  in  the  log  house  on  Main  street  in 
September,  1818,  and  all  the  appliances  of  the  Lancastrian  system  were  provided. 
Amongst  these  latter  was  the  sand  desk,  which  supplied  the  place  of  the  modern 
blackboard.  Between  sixty  and  seventy  pupils  were  enrolled  at  the  start,  and 
the  number  was  afterward  increased  during  the  continuance  of  the  school  to 
ninety. 

In  1 82 1  an  addition,  twenty  feet  in  length,  was  added  to  the  school-house. 
This  school  seems  to  have  prospered  for  four  years,  and  whatever  the  defects  of 
the  system  may  have  been,  it  had  the  merit  of  turning  out  good  readers,  writers, 
and  spellers.     The  Lancastrian  School  under  Captain  Mc^Iullin  closed  in  1823. 


The  first  schoolhouse  in  Fremont  was  erected  about  the  year  18 16,  on  the 
site  of  the  present  High  School  building,  a  few  rods  west  of  Fort  S'tephenson, 
then  standing,  and  within  three  years  after  the  heroic  defense  of  that  fort  by 
Colonel  Croghan. 


EDUCATIONAL    HISTORY    OF    OHIO 


31 


It  was  constructed  of  rough,  unhewn  logs,  cut  from  the  surrounding  trees 
and  hastily  put  together  by  the  joint  efforts  of  the  early  settlers.  Oiled  paper  took 
the  place  of  glass  in  the  windows,  and  the  seats  were  of  the  most  primitive  con- 
struction. It  was  replaced,  in  1817,  by  a  more  substantial  structure,  erected  on 
the  same  site  fronting  east,  and  built  of  hewn  logs,  with  some  such  improvements 
as  glass  windows,  a  row  of  desks  around  the  wall,  and  a  blazing  fire-place  at  the 
eastern  extremity. 

Among  the  teachers  were  Mr.  Joceiyn,  Dr.  Gooding,  Miss  Beebe,  Mr.  Brad- 
ley, Dr.  Braiiiard,  Ezra  and  Justice  Williams.  Mrs.  L.  C.  Ball  also  taught  a 
small  select  school  in  the  winter  of  1818-1819,  in  one  of  the  barrack  rooms  of  the 
old  fort.  Among  her  seventeen  pupils  she  remembers  a  little  Indian  bow  a 
general  favorite,  and  among  the  brightest  pupils  in  her  room. 

Those  who  were  pupils  of  the  old  log  schoolhouse  remember  very  distinctly 
the  deep  ravine  that  us-^d  to  run  just  south  of  the  present  High  School  building, 
in  whose  waters  tl;ey  used  to  play ;  also  the  graves  of  the  British  officers  near 
by,  and  a  mound  which  marked  the  common  burial  place  of  the  British  soldiers 
that  fell  in  the  battle  of  Fort  Stephenson,  over  and  among  which  they  were 
accustomed  to  ramble  in  their  school-day  sports. 

This  schoolhouse  was  also  the  church  and  court  house.  In  it  the  teacher 
taught,  the  missionary  preached,  and  the  judge  expounded  the  law  and  admin- 
istered justice. 

The  studies  pursued  in  these  earlier  schools  were  reading,  writing,  arithmetic, 
a  little  grammar,  and  very  little  or  no  geography.  Among  the  text-books  were 
Pike's  Arithmetic,  Murray's  (Irammar.  the  Introduction  to  the  English  Reader, 
the  English  Reader,  and  the  sequel  to  the  same,  together  with  Wel^ster's  Spell- 
ing Book. 

The  schools  were  sup])orted  entirely  bv  subscription.  The  old  log  school- 
house  stood  until  the  fall  of  1834,  when  it  was  burned  down.  In  its  stead  a 
rough  stone  building  was  erected,  containing  at  first  one  room,  and  eventually 
two.  This  remained  until  after  the  organization  of  the  schools  on  the  graded 
or  union-school  plan,  and  the  erection  of  the  new  brick  building  in   1852-1853. 


It  is  said  that  the  first  teacher  at  Ripley  was  Zaccheus  Martin,  in  the  year 
1816,  and  following  him  was  Peter  Wiles.  Between  this  time  and  the  grading 
of  the  schools  under  the  law  of  1853  the  names  of  forty-nine  ladies  and  gentle- 
men are  given  who  taught  "more  or  less." 

The  first  schoolhouse  was  built  of  hewed  logs.  It  burned  down  in  a  few 
years,  and  from  the  ashes,  phoenix-like,  a  frame  arose. 

At  the  organization  of  the  Union  Schools,  Francis  W.  Hunt,  a  man  of  large 
scholarship  and  great  executive  ability,  was  superintendent.  The  historian  says 
that  what  the  course  of  study  in  the  lower  grades  was  at  that  time  can  not  now 
be  learned.  It  may  perhaps  be  dimly  inferred  from  the  course  for  the  fourth 
year  of  the  high  school.  This  shall  be  given  in  the  chapter  concerning  those 
final  grades. 


32  EDUCATIONAL    HISTORY    OF    OHIO 


In  i86i  the  school  system  was  organized  under  the  law  of  1849.  In  1869 
the  school  building  was  remodeled  and  "the  town  clock,  costing  $650  in  New 
York  City,"  was  placed  upon  it. 

Many  men  who  rose  to  high  stations  in  life  had  their  early  lessons  in  these 
schools.  Upon  some  teacher's  roll,  at  one  time  stood  a  name  since  writ  large 
in  the  world's  history,  U.  S.  Grant. 


The  first  brick  building,  being  the  first  house  erected  in  Middletown  solely 
for  school  purposes  dates  from  1815,  —  an  elegant  structure  it  seemed  then,  one 
story  high,  and  with  a  huge  fire-place  in  each  end  for  the  burning  of  wood. 
The  first  teacher  in  this  house  whose  time  can  be  fixed  is  Jeremiah  Marston, 
1821-1824.  The  first  school  entirely  free  was  taught  by  Joseph  Gailbreath  about 
1837.  I"  1849  ^^rs.  Mitchell,  with  her  assistants  taught  the  first  graded  school. 
Some  time  before  this,  the  district  school  was  made  a  department  for  one  year 
of  a  private  academic  school,  which  experiment  was,  very  naturally,  not  satis- 
factory. 

The  district  was  not  reorganized  under  the  law  of  1853  till  1855. 

The  school  district  of  Orrville  and  annexed  territory  was  originally  com- 
posed of  parts  of  two  townships.  Settlements  here  began  about  1812  and  went 
on  so  rapidly  after  the  end  of  the  war  that  by  1822  nearly  every  quarter  section 
had  a  house  upon  it  with  an  occupant.  But  during  this  decade  there  were  no 
schools,  the  children  were  scattered  and  there  were  no  school-houses. 

By  the  later  date  named  above  some  of  the  pioneers  had  moved  into  their 
more  commodious  houses  of  hewed  logs,  leaving  their  round  log  cabins  empty. 
Here  was  a  suggestion.  William  ^Montgomery,  in  1822,  at  the  request  of  the 
neighboring  house-holders,  started  a  school,  thereby  not  only  planting  the  seeds 
of  education  in  virgin  soil,  but  securing  occupation  for  himself  during  the  winter 
months,  and  saving  his  deserted  log  cabin  from  prolonged  disuse.  "There  were 
directors,"  wrote  the  reporter,  "although  no  district  was  yet  defined  or  methods 
prescribed  by  law  for  their  election,"  overlooking  the  law  of  1821  which  pro- 
vided for  the  laying  ofif  of  townships  into  districts  and  the  election  of  "three  of 
said  householders  as  a  School  Committee  for  said  district." 

In  the  following  years,  we  learn,  there  were  three  other  cabins  put  to 
similar  use  and  that  in  the  last  one  taught  two  successive  gentlemen  of  the  same 
name,  one  of  them  afterwards  author  of  Teter's  Grammar,  one  of  the  earliest 
of  Ohio  grammars. 

There  was  changing  of  district  lines  and  sojourning  of  the  schools  in  vari- 
ous hewed  log  houses  built  by  the  volunteer  energies  of  the  people,  and  a  final 
settling  down  at  the  growing  village  of  Orrville.  In  due  course  the  desire  for  a 
better  system  led  to  organization  under  the  law  of  1849. 


The  first  school  in  Bucyrus  was  opened  in  1822.     It  was  taught  by  William 
Blowers,  who  charged  a  tuition  fee  of  one  dollar  and  fifty  cents  per  pupil  for  a 


EDUCATIONAL    HISTORY   OF   OHIO 


33 


term  of  three  months.  It  was  opened  in  a  log  cabin  on  tlie  bank  of  the  Sandusky. 
The  furniture  was  of  the  most  primitive  kind,  and  the  accommodations  the  best 
the  pioneer  settler  could  afford.  The  common  branches  were  taught  in  this 
school ;  Dillworth's  Spelling  Book,  Pike's  Arithmetic  and  the  Columbian  Orator 
being  the  text  books.  The  teacher,  so  far  as  can  be  learned  at  this  time,  was 
fully  qualified  for  his  position. 

The  first  public  school  house  built  in  Eucyrus  was  erected  soon  after  the 
passage  of  the  act  of  1825,  establishing  free  schools  in  (3hio.  It  was  built  of 
logs,  and  was  twenty  feet  square.  It  was  furnished  in  the  cheapest  and  most 
simple  style.  All  the  children  of  the  district,  who  could  be  "spared  from  work," 
attended.  Zalnion  Rowse  was  the  first  teacher  in  the  first  school  house,  and, 
although  not  a  professional  teacher,  his  labors  were  entirely  satisfactory  to  his 
neighbors.  When  the  public  fund,  which  at  that  was  small,  became  exhausted, 
the  school  was  dismissed ;  this  generally  occurred  after  a  three  months'  term. 
During  the  summer  months  a  school  was  opened  for  the  younger  children  by 
some  one  who  charged  a  small  tuition  fee. 


The  first  school  house  in  the  vicinity  of  Waverly  was  built  previous  to  the 
year  1820.  A  Mr.  Perkins,  a  man  whom  the  elderly  people  speak  of  as  an 
excellent  scholar  and  teacher  taught  in  it.  Another  was  built  in  1822,  a  third 
in  1824.  These  hou.ses  were  doubtless  erected  in  some  of  the  "proper  divisions" 
into  which  the  law  of  1806  authorized  the  trustees  of  an  original  surveyed  town- 
ship to  divide  it  "for  the  purpose  of  establishing  schools  therein." 

These  three  school  houses  were  log  buildings  of  the  ancient  pattern.  A  large 
fire-place  filled  almost  one  entire  end  of  the  building.  A  log  was  cut  out,  and 
greased  paper  fastened  in  the  aperture.  Only  in  one  respect  did  the  light  sifted 
through  resemble  Milton's  : — 

"Storied  windows  riclilv  dight, 
Casting  a  dim  religious  light." 

.^bout  1833  a  frame  school  house  with  a  board  floor,  ceiled  walls,  and  glass 
windows  was  erected  in  the  village.  Of  the  many  teachers  who  there  held  be- 
nign sway.  Samuel  Reynolds,  F.  S.  Dexter,  J.  J.  Green,  Warren  Dewey  and 
William  Howard  are  remembered. 

I 


Piqua,  a  town  with  an  undeniably  Indian  name,  was  laid  out  bv  the  whites 
in  1807,  the  former  bearer  of  the  name  having  been  duly  burned  in  1784.  The 
first  school  there  was  taught  by  Isaac  Hendershot,  the  year  after  the  town  was 
laid  out.  Little  is  known  of  house  or  teacher.  Between  this  date  and  1817 
school  was  taught  for  several  winters  in  a  school  house  near  the  site  of  the 
present  City  Hall.  A  log  house,  chinked  with  clay,  with  two  windows  of  greased 
fookscap,  its  seize  about  thirty  by  twenty  feet.     The  fire-place,  capable  of  con- 


34  EDUCATIONAL   HISTORY   OF   OHIO 

suming  "almost  incommensurable  l)ack  logs,"  the  floor,  of  slabs ;  the  roof,  of 
rough,  unshaved  clapboards :  the  furniture,  one  row  of  writing  benches,  ill- 
suited  to  the  dimensions  of  the  children,  made  of  slabs  fastened  together  by 
wooden  pins  thrust  through  auger  holes. 

The  first  text-books  were  the  American  Preceptor,  Webster's  Speller,  and 
the  Testament;  afterwards  were  introduced  Pike's  Arithmetic  and  Murray's 
Grammar.  No  classes  were  formed  except  the  spelling  classes.  In  the  other 
studies  the  "individual  method,"  rediscovered  many  years  afterward,  had  un- 
trammeled  sway.     There  was  neither  school  board  nor  public  fund. 

It  may  be  allowable  here  to  say  that  Pike's  x\rithmetic  left  the  printer's 
hand  in  the  year  of  Ohio's  first  permanent  settlement ;  and  that  Lindlay  Murray's 
Grammar  was  published  in  England  while  George  Washington  was  president  of 
the  United  States,  though  its  author  was  a  Pennsylvanian  by  birth.  This  book, 
in  common  speech,  whatever  its  merit  or  lack  of  it,  is  almost  synonymous  with 
grammar,  pure  and  simple :  and  its  author's  name  even  crept  into  rhyme,  as 
shown  in  the  following  bit  of  pleasantry  copied  from  a  traveler's  autograph  book 
in  a  hotel  among  the  Alps : 

Mont  Blanc  is  the  monarch  of  mountains. 

They  crowned  him  long  ago, 
With  a  diamond  wreath  and  a  robe  of  cloud 

And  a  coronet  of  snow. 

—  Byron. 

Mont  Blanc  is  the  monarch  of  mountains. 

They  crowned  him  long  ago. 
But  who  they  got  to  put  it  on 

I'd  really  love  to  know. 

—  Albert  Sinifli. 

I  know  that  Albert  wrote  in  a  hurry. 

To  criticise  I'd  scarce  presume, 
And  yet  I  think  that  Lindley  Murray 

Instead  of  "who"  had  written  "whom." 

—  W.  M.   Thackeray. 

What  is  true  of  scores  of  other  towns  in  Ohio  is  true  of  Marysville ;  the 
history  of  education  for  many  years  after  its  settlement  is  not  a  matter  of  record. 
The  smoke  ascending  from  its  first  cabin  proved  to  the  wayfarer  that  below  there 
was  a  home  not  a  school. 

Four  years  thereafter,  in  1822  or  1823,  Mrs.  Silas  G.  Strong  taught  a  little 
private  school  of  ten  or  twelve  pupils  in  her  own  home,  using  as  texts  such  books 
as  chanced  to  be  in  the  dozen  houses  from  which  the  children  came. 

The  first  court  house  was  built  in  1822  and  for  some  years  schools  were 
housed  therein,  however  Marysville  was  not  to  be  without  the  poetic  vein  brought 
into  its  early  educational  story  through  the  log  cabin  school  house.     The  first 


EDUCATIONAL    HISTORY    OF    OHIO 


35 


house  erected  for  school  purposes  was  a  frame  building  into  which  tht  school 
moved  from  the  court  house  in  the  fall  of  183 1. 

Directly  after  the  school  law  of  1838  there  were  ''three  public  schools,"  two 
of  them  in  the  basement  of  churches,  in  one  of  which  Charles  Sanders  taught 
and  introduced  a  spelling  book  already  pubHshed  by  himself.  He  afterwards 
published  a  series  of  readers  which  had  a  wide  cicrulation. 

The  law  of  1849,  which  appears  to  have  been  promptly  adopted  "became  a 
new  and  active  stimulus  in  the  minds  of  the  community."  Mention  is  made  by 
the  compiler  of  the  sketch  in  1876  of  the  "adoption  of  the  Union  School  System 
in  i860."  The  law  of  '49  must  have  already  done  this.  "A  single  school  district" 
is  the  phrase,  and  the  district  had  its  six  directors  and  its  own  examining  board. 
A  large  commodious  school  building  was  erected  in  1862  and  all  the  schools 
brought  together. 


The  first  school  in  Defiance  of  which  the  reporter  could  find  any  trace  was 
conducted  in  the  winter  of  1824-25  by  William  Seamans.  The  second  and  third 
schools  were  taught  by  Brice  Hilton,  the  tuition  fee  ranging  from  $1.50  to  $2.50 
for  the  quarter.  Besides  this  the  only  regular  expense  was  for  fuel,  this  being 
very  slight  especially  if  the  teacher  cut  the  wood  himself.  The  statute  of  1825 
made  little,  if  any  change  in  the  condition  of  school  affairs,  according  to  the 
witness.  This  must  have  been  from  a  failure  of  the  township  trustees  to  district 
the  township,  or  of  the  people  of  the  district  to  employ  a  teacher  and  to  keep  a 
school  therein: — Section   15  of  the  statute  of  1825. 

The  first  school  house  was  built  by  subscription.  In  most  regards  it  was  in 
the  style  prevailing  at  that  period.  Something  of  a  novelty  appears  in  the  fol- 
lowing paragraph : —  "The  chimney  was  built  of  clay  and  sticks,  and  being  on 
the  outside  of  the  house,  resting  on  the  ground,  the  logs  of  the  building  were 
cut  away  sufficiently  to  give  access  to  it.  The  ends  and  parts  of  the  logs  thus 
exposed  to  the  fire  were  then  plastered  with  clay.  In  spite  of  this  protection, 
however,  it  not  infrequently  happened  that  the  exercises  of  the  school  were  sus- 
pended a  few  moments  for  the  purpose  of  extinguishing  the  burning  jambs. 
This  school  house  was  the  school  house  of  the  place  till  about  the  year  1836. 
when  it  was  abandoned,  and  the  school  moved  to  the  lower  story  of  the  court 
house."  Lingering  about  the  place,  the  only  incident  now  afloat  is  that  in  this 
very  modest  building  Chief  Justice  Morrison  R.  Waite  made  his  maiden  speech 
to  a  court  and  jury. 

A  second  school  house  was  built  as  the  result  of  a  meeting  of  the  towns- 
people in  1841.  There  was  now  a  board  of  three  directors  and  a  board  of  exam- 
iners. 

The  graded  school  system  under  the  law  of  1849  was  adopted  by  the  citizens 
of  Defiance  in  185 1. 


The  object  of  the  founder  of  Oberlin  was  to  estalilish  a  school  —  not  a 
town.  In  connection  therewith  there  was  a  primary  school  in  1834,  while  the 
first  "common"  school  was  taught  in   1838  by  Miss  .Anna  Moore.     This  school 


36  EDUCATIONAL    HISTORY    OF    OHIO 

seems  to  have  been  an  itinerant,  settling  for  a  term  wherever  a  vacant  room 
could  be  found. 

When  the  first  school  house  was  building,  some  persons  considered  it  a  step 
forward  ;  others,  an  unwarranted  piece  of  extravagance.  No  other  school  house 
was  built  till  1851,  although,  in  the  twelve  years,  the  number  of  school  youth 
tripled.  Every  room  and  shop  that  could  not  be  used  for  any  other  purpose  was 
converted  into  a  school  room.  Under  such  conditions  it  would  be  strange  if 
the  schools  were  efficient. 

The  searcher  among  the  records  wrote  in  1876:  "I  find  many  reports,  dur- 
ing the  first  ten  years,  signed  B.  Pelton,  Superintendent  of  Common  Schools. 
What  the  office  was  during  those  years,  I  am  unable  to  determine.  Judging  from 
his  reports,  I  should  conclude  it  was  that  of  general  censor."  The  names  of 
two  of  this  officer's  successors  are  given  and  then :  "The  superintendence  of 
these  gentlemen  extended  over  all  the  schools  of  Russia  township."  Very  nat- 
urally, as  under  the  law  of  1838,  Section  21.  the  township  clerk  was  "Superin- 
tendent of  Common  Schools  within  his  township." 

The  building  of  the  new  house  met  with  much  opposition,  although  there 
were  more  than  four  hundred  pupils  in  the  district,  with  but  one  school  room. 
In  1854  the  schools  were  reorganized  under  the  law  of  1853,  but  in  i860  a  change 
was  made  to  the  form  of  organization  laid  down  in  the  law  of  1849,  with  its 
board  of  six  memliers,  its  board  of  examiners,  and  its  close  grading  of  pupils. 


There  seems  to  be  nothing  known  about  the  early  schools  of  JefTerson 
county,  though  the  county  is  considerably  older  than  the  State,  and  settlements 
were  earl\'  made  therein.  The  historian  of  1876  begins  with  the  minutes  of  the 
directors  of  the  town  of  Steubenville  in  October,  1838,  making  note  of  action 
taken  that  was  a  fruit  of  the  School  Law  which  took  effect  April   i,  1838. 

A  resolution  was  passed  that  a  meeting  of  the  qualified  voters  be  held  at 
the  court  house,  for  the  purpose  of  proposing  to  raise  a  tax  to  build  a  school  house 
or  schoolhouses.  The  result  of  the  meeting  was  the  building  of  two  brick  school 
houses  at  an  aggregate  cost  of  $4,000.  Each  was  two  stories  high,  and  designed 
to  accommodate  two  hundred  and  fifty  pupils.  The  houses  were  filled  very 
soon  after  completion. 

One  of  the  early  county  institutes  was  held  in  Steubenville.  The  book  agent, 
as  well  as  the  school  master,  was  abroad  in  the  land.  .A  rule  was  passed  pro- 
hibiting his  visiting  school  rooms  in  a  professional  way  during  school  hours. 

Another  rule,  which  afterwards  grew  into  a  statute,  prohibited  a  change  of 
a  text  book  till  after  five  years  from  its  adoption. 

One  of  the  nation's  eminent  school  men.  Dr.  Eli  T.  Tappan,  filled  for  a 
while  the  position  of  superintendent  of  the  schools  of  Steubenville. 


An  act  was  passed  by  the  General  Assembly  of   1824-5  ^o""  the  regulation 
of  the  schools  of  the  State.     It  provided   for  an  election  of  three  directors   in 


EDUCATIONAL    HISTORY    OF    OHIO  37 

each  School  District,  and  authorized  a  levy  of  one-half  mill  upon  the  dollar 
to  be  appropriated  for  the  use  of  common  schools.  Under  this  act,  schools  were 
maintained  in  this  township  for  a  few  months  in  the  year,  seldom  taught  by  the 
same  person  for  more  than  one  term.  Select  schools  were  started  from  time  to 
time,  and  received  more  or  less  patronage. 

The  acknowledged  necessity  of  securing  better  accommodations  for  the  pub- 
lic schools,  and  giving  permanency  to  those  of  a  higher  grade,  led  the  friends  of 
education  to  secure  the  passage  of  the  special  act  of  February  21.  1848,  under 
which  the  Massillon   Union  School  was  organized. 

So  well  adapted  was  this  law  to  the  purpose  for  which  it  was  framed,  that 
no  alterations  were  deemed  necessary,  and  no  change  was  afterward  made  in  it. 
The  schools  were  continued  under  this  special  act  until  the  law  of  May  i,  1873, 
was  passed. 

The  present —  1876  —  Union  School  House  was  erected  in  1847-8.  It  was 
planned  and  built  without  the  advantage  of  experience  in  such  matters,  but  was 
considered  at  the  time,  to  be  the  most  complete  structure  erected  in  Ohio  for 
graded  school  ])urposes.  It  has  since  been  refurnished  and  is  still  in  use.  This 
excellent  fashion  of  permanency  was  set  by  the  people,  in  keeping  for  a  long 
series  of  years  the  very  best  men  in  charge  as  directors  and  members  of  the 
board  of  education,  and  followed  by  the  board  in  its  dealings  with  the  super- 
intendents and  teachers.  A  single  illustration  of  the  latter  statement  is  the  fact 
that  the  present  school  commissioner,  Hon.  Edmund  A.  Jones,  served  as  superin- 
tendent from  i8fg  to  1873,  and  again  from  1875  to  1903.  Among  the  other 
Massillon  names  written  high  in  the  roll  of  Ohio  school  men  are  Lorin  Andrews, 
Thomas  W.  Harvey  and  Charles  R.  Shreve. 


This  bit  of  heavy  shading  is  contributed  by  a  Jackson  county  examiner  for 
our  flashlight  picture  of  a  school  master  and  his  environment,  now  over  two 
quarter  centuries  away.  We  do  not  infer  that  it  describes  all  of  the  profession 
in  any  neighborhood,  or  that  all  whom  it  fits  "amazed  the  gazing  rustics  ranged 
around"  in  any  county.  "Twenty-five  years  ago,  in  this  county,  a  teacher  was 
regarded  as  of  less  importance  to  society  than  a  barkeeper  or  a  showman.  The 
tri-weekly  advent  of  the  stage  driver,  who  aroused  the  sleepy  village  with  his 
horn,  was  a  matter  of  more  moment  than  the  common  school,  and  the  driver  a 
much  greater  hero  than  any  poor  pedagogue  whose  ragged  pupils  ran  to  look 
through  the  missing  window  of  a  log  shanty,  improperly  called  a  school  room, 
to  hail  and  greet  this  pompous  Jehu,  whom  they  admired,  and  whose  exploits 
they  deemed  the  wonder  of  the  age." 


In  the  good  county  of  Darke  we  have  seen  the  rude  log  cabin  (erected  by 
the  "settlers"  of  a  neigbliorhood  in  some  central  locality,  and  occupied  by  a 
"teacher  who  could  read,  write,  and  cipher  to  the  single  rule  of  three,"  who  taught 


38  EDUCATIONAL    HISTORY    OF    OHIO 


for  ten  dollars  a  month  and  "laoard  around")  give  place  to  neat  frame  or  hewed 
log  houses  built  near  the  center  of  school  districts  of  two  miles  square. 

After  building  houses  of  this  latter  class,  the  people  became  more  partic- 
ular about  the  character  and  qualifications  of  their  teachers.  Those  of  a  more 
liberal  education  were  employed ;  must  be  able  to  "do  every  sum  in  Talbott's 
Arithmetic,'  and  if  he  knew  something  of  i'ark's  or  Smiley's  arithmetic,  was 
classed  as  first  of  teachers.  It  was  our  good  fortune  at  times  to  secure  a  teacher 
who  had,  in  addition  to  the  aljove,  a  limited  knowledge  of  English  grammar  and 
geography,  yet  not  enough  to  dispense  with  the  services  of  an  itinerant  teacher 
whose  portrait  is  drawn  in  such  cruelly  strong  lines  by  one  of  the  orators  quoted 
in  the  account  of  the  College  of  Teachers,  and  who  generally  supplied  the  demand 
of  the  fe-ii'  who  wished  to  study  these  adixmccd  branches  of  education,  in  thirteen 
night  lessons.  The  average  wage  of  teachers  in  those  days  was  from  fifteen 
to  eighteen  dollars  per  month,  and  board  themselves. 

These  log  and  frame  houses  are  now  fast  disappearing,  and,  in  a  majority 
of  the  districts  in  Darke  county,  substantially  built  and  well  furnished  brick 
structures  have  taken  their  places.  In  Greenville,  our  county  seat,  we  have  a 
magnificent  union  school  house,  equal  in  every  respect  to  any  in  the  State. 
After  we  have  time  to  get  the  shrubbery  started  and  the  grounds  properly 
improved,  we  will  have  an  institution  to  be  proud  of. 

The  "want"  of  our  county  is  a  higher  grade  of  qualification  in  our  district 
teachers.  This  we  have  been  laboring  for,  but  as  yet  have  not  got  to  the  point 
of  perfection  that  our  architectural   improvements  demand. 


CHAPTER  IV 

SCHOOL  LANDS  AND  SCHOOL  FUNDS 


SCHOOL  LANDS  AND  SCHOOL  FUNDS 


fOR  the  purposes  of  this  book  there  is  no  call  to  go  into  a  careful  detail  of 
the  descent  of  the  title  to  some  thousands  of  square  miles  of  the  earth's 
surface  through  Indian,  French  and  English  ownership;  its  cession, 
"sight  unseen,"  to  Virginia  and  Connecticut :  the  yielding  of  it,  with  the  great 
territory  in  which  it  was  but  a  patch,  to  the  General  Government  of  the  United 
States, —  or,  rather  that  there  might  be  a  United  States;  its  donation  to  the 
new  State  beyond  the  river  in  trust  for  the  support  of  schools. 

Until  the  ceding  of  their  outlying  territories  by  the  claimant  states  the  Gen- 
eral Government  could  have  no  land  system  for  it  had  no  land ;  but  the  act  of 
1785  began  to  open  the  door  to  the  coming  settler  with  his  children.  These 
government  lands,  laid  oflf  into  townships  six  miles  square  by  means  of  parallels 
and  meridians,  to  any  buyer  who  wished  a  square  mile  were  to  be  sold  for  one 
dollar  an  acre,  with  the  exception  of  one  square  mile,  hit  upon  with  geometric 
impartiality,  and  no  eye  to  its  fertility  or  its  scenic  prospect  or  its  value  in  the 
future  market.  In  the  statutory  way  of  counting  the  sections  of  each  original 
surveyed  township,  it  was  "No.  16."  The  historic  surroundings  at  its  original 
donation  have  been  described  by  the  pens  of  many  ready  writers. 

Viewed  from  one  side  no  great  pitch  of  laudation  is  due  the  bYHleral  Govern- 
ment for  these  donations.  It  was  almost  sure  to  be  a  good  business  transaction, 
and,  then,  to  be  considered  is  the  large  aggregate  of  taxes  which  Ohio  bound 
herself  not  to  collect,  but  which,  indirectly,  would  find  its  way  into  the  Federal 
territory.  But  the  leaders  in  these  complex  matters  planned  wisely  for  the  new 
commonwealths  which  should  in  the  future  occupy  the  great  Xorthwest,  they 
walked  in  a  path  along  which  it  would  seem  that  a  Hand  wiser  than  they  had 
fixed  the  guide-boards,  so  glorious  was  the  destination  to  which  it  led. 

To  the  thoughtful  reader,  passing  in  imagination  along  the  trail  trod  by 
those  who  fashioned  things,  or  tried  to  fashion  them,  for  us,  it  is  pathetic  — 
"'tis  wondrous"  pathetic  —  to  come  upon  the  contrast  between  the  lofty  flight 
and  the  ground  fall  of  their  hopes  clinging  about  these  imperial  gifts.  The 
Constitution  itself  speaks:  "No  law  shall  be  passed  to  prevent  the  poor,  in  the 
several  counties  and  townships  within  this  State,  from  an  equal  participation  in 
the  schools,  academies,  colleges,  and  universities  within  this  State,  which  are 
endowed,  in  whole  or  in  part,  from  the  revenue  arising  from  donations  made 
by  the  United  States,"  and  so  following;  while  the  first  governor  of  the  com- 
monwealth, congratulates  the  Legislature,  and  through  it,  the  State,  upon  advan- 
tages springing  from  donations  of  land  to  erect  and  endow  universities  and 
other  seminaries  of  learning,  "superior  to  those  which,  perhaps,  any  other  coun- 
try can  boast  of."  The  round  log  cabin  school  house  may  not.  in  the  mind's 
eye  of  the  governor  have  reared  its  mud  chimney  among  the  bell  towers  of  the 
"seminaries  of  learning,"  but  the  voice  of  the  Constitution  is  that  of  a  sovereign. 


42  EDUCATIONAL   HISTORY    OF    OHIO 

reaching  from  the  throne  to  the  border,  for  the  ear  of  the  liigh  and  the  low, 
and  the  door  of  the  royal  treasury  wide  open. 

In  1809  another  governor  is  speaking,  and,  as  we  pass,  we  hear  attention 
called  to  the  state  of  our  seminaries  and  schools  of  education,  and  the  assurance 
given,  while  the  figure  of  Aaron  Burr  falls  upon  memory's  curtain,  that  "where 
the  means  of  education  are  extended,  and  the  great  body  of  the  people  are 
enlightened,  the  arts  of  designing  and  ambitious  characters  can  never  succeed 
in  undermining  the  liberties  of  the  country."  This  is  an  episode,  but  the  next 
year.  Governor  Huntingdon  admits  that  he  is  well  aware  that  the  state  of  the 
funds  will  not  permit  much  assistance  to  be  given  to  the  schools.  He  clearly 
doubts  that  the  most  effectual  means  have  been  taken  to  make  the  lands  appro- 
priated by  Congress  for  the  use  of  schools  subservient  to  their  purpose.  After 
yet  another  ten  years,  an  honored  citizen  of  Cincinnati,  Xathan  Guilford,  he 
who  secured  the  passage  of  the  school  law  of  1825,  bore  witness :  "The  funds 
arising  from  school  lands  will  not  be  sufficient  to  educate  properly  one  child 
in  ten." 

But  why  were  these  high  anticipations  so  utterly  cast  down?  Causation 
is  ever  complex  but  the  judgment  of  innumerable  witnesses  approves  Governor 
Huntingdon's  doubt.  When  the  "sinews  of  this  war"  of  knowledge  and  virtue 
against  ignorance  and  vice  were  needed,  the  effort  made  to  get  the  same  in 
hand  was  a  system  of  leasing,  the  story  of  which  is  a  perplexing,  and  not  very 
profitable  study.  It  is  not  retold  here.  After  the  initial  law,  in  1803, —  a  passage 
of  the  first  section  is  quoted  in  the  chapter  on  School  Examiners,  page  — .  — 
there  was  a  succession  of  changes  relating  to  amounts,  prices,  relettings,  revalua- 
tions, improvements,  commonly  in  favor  of  the  lessee.  It  is  related  somewhere 
that  as  the  General  Government  was  offering  land  in  fee  simple  at  so  low  a  price, 
if  a  settler  had  any  money  he  would  rather  buy  and  improve  for  himself  and  his 
family  than  lease  and  improve  —  if  he  improved  —  for  the  township. 

In  relation  to  this  manner  of  seeking  a  revenue  from  the  school  lands  Dr. 
Eli  T.  Tappan  wrote:  During  the  years  of  various  and  conflicting  legislation  for 
leasing  the  lands,  those  who  made  the  laws  were  becoming  convinced  that  any 
system  of  leases  was  bad. 

If  the  first  chapter  of  the  dealings  of  the  trustee  with  its  important  trust 
must  be  closed,  men  asked,  what  next?  If  leases  are  bad,  what  promises  to  be 
better,  even  good?  Naturally,  sales.  And  the  Legislature  began  to  prepare  the 
way  in  1823  by  enacting  that  any  leases  of  school  lands,  surrendered,  should  not 
be  renewed  for  a  period  longer  than  one  year.  But  had  the  State  trustee  the 
right  to  put  the  lands  absolutely  out  of  its  power  by  a  sale  in  fee?  To  determine 
for  all  time  the  question  of  authority  to  sell  the  school  lands,  the  General  Assem- 
bly in  1824  memorialized  Congress,  setting  forth  the  affirmative  view  in  a  series 
of  clear  and  logical  statements.  After  reciting  the  story  of  cessions,  donations 
and  reservations,  the  writer  of  the  memorial  claims  that  it  was  the  intent  of  the 
parties  to  the  compact  that  one  thirty-sixth  part  of  all  the  lands  in  the  State 
of  Ohio  should  be  granted  to  the  people  thereof  for  the  use  of  common  schools, 
and  they  should  be  placed  under  the  control  of  the  Legislature,  although  in  the 
grant  of  the  six  miles  reservation,  including  the  Scioto  Salt  Springs  with  what 


EDUCATIONAL    HISTORY    OF    OHIO  43 


follows,  there  is  a  proviso  that  the  Legislature  shall  never  sell,  nor  lease  the 
same  for  a  time  longer  than  ten  years ;  but  mention  of  the  Legislature  is  not 
made  in  the  grant  of  Section  16.  Indeed  this  failure  on  the  part  of  Congress 
to  name  the  Legislature  when  declaring  that  the  title  to  school  lands  should  vest 
in  the  State,  and  not  in  the  people  of  the  townships,  was  urged  as  a  grant  of  the 
authority  to  sell ;  that  the  failure  to  deny,  permits. 

The  paper  does  not  fail  to  claim  that  the  State  of  Ohio  had  rendered  a  full 
equivalent  for  the  school  lands ;  that  the  grants  being  made  to  the  people  of 
the  State  of  Ohio  through  the  medium  of  the  Legislature  for  the  use  of  the 
people,  no  limitation  can  serve  any  end  except  as  an  argument  against  diverting 
from  its  legitimate  purpose  any  fund  arising  therefrom. 

The  Legislature  of  the  State  of  Ohio  is  in  all  respects  sovereign,  within  the 
Constitution,  and  its  capacity  to  do  any  and  every  act  in  relation  to  property 
which  its  citizens  hold  in  common,  is  necessarily  implied!  The  United  States 
did  not  reserve  any  beneficial  interest,  and  having  received  a  full  equivalent  there 
is  no  possibility  of  reversion  and  any  power  of  control  is  not  a  fair  inference. 

The  Legislature,  though  believing  firmly  in  its  own  right,  asked  that  any 
possible  denial  thereof  be  met  by  a  declaration  on  the  part  of  Congress ;  and  it 
was  shrewd  policy  to  ask  Congress  also  to  direct  in  what  way  the  Legislature 
should  invest  the  funds  derived  from  the  sale  of  the  lands,  and  conditioning 
the  sale  of  Section  16  upon  a  vote  of  assent  by  the  inhabitants  of  the  original 
surveyed  township  in  which  it  was  located. 

So  far  as  the  oft-named  Section  was  concerned  Congress  vouchsafed  no 
reply,  though  in  the  same  year  the  memorial  was  submitted,  the  condition  was 
released  that  prevented  the  sale  of  the  "six  miles  square"  and  the  two  sections  of 
salt  lands,  but  the  proceeds  must  be  applied  to  "literary  purposes." 

In  1827  the  General  Assembly  put  its  theory  about  its  own  sovereignty  into 
practice.  The  assessor  of  a  county  in  which  an  originaJ  surveyed  township  was 
located  was  to  provide  himself  with  a  book,  and  it  in  hand,  traverse  the  town- 
ship and  call  upon  every  white  male  inhabitant,  provided  there  are  twenty  of 
them  over  the  age  of  twenty-one,  and  request  him  to  write  himself  down  for  or 
against  a  sale  of  the  township's  school  land.  His  right  to  vote  did  not  depend 
upon  his  being  a  citizen  of  the  United  States,  but  he  must  have  resided  a  year  in 
the  township.  This  precaution  would  lead  to  the  belief  that  no  species  of  "coloni- 
zation" is  a  modern  invention. 

Under  the  act,  a  man's  right  to  vote  and  the  legality  of  his  vote  after  he 
had  given  it  could  be  very  closely  scanned. 

The  assessor  reappraised  the  value  of  each  section  to  be  sold,  with  any 
improvements,  and  it  was  not  to  be  sold  for  a  less  price. 

Those  who  had  already  made  leases  were  allowed  to  surrender  them,  and 
on  paying  the  former  appraisement  receive  a  deed  in  fee  simple,  though  the 
value  might  be  several  times  what  he  must  pay.  Samuel  Lewis,  in  his  first 
annual  report,  said  that  he  had  knowledge  of  lands  worth  fifty  dollars  an  acre 
being  deeded  to  the  lessee  at  six  dollars.  They  are  charged  with  committing 
"waste"  on  the  timber  lands,  and  Eli  T.  Tappan  found  the  reason  for  the  legis- 
lation just  referred  to  constantly  in  the  interest  of  the  renter  rather  than  for  the 


44  EDUCATIONAL    HISTORY    OF    OHIO 

good  of  the  school  fund,- in  the  pernicious  influence  on  legislation  exerted  by  the 
tenant  element.  We  have  already  learned  the  opinion  of  at  least  one  of  the 
Ohio  Governors  about  these  same  pioneers  of  the  "unpaved  districts."  The 
fact  seems  clear  that  they  retained  no  advocate,  and  their  descendants  to  the 
present  day  seldom  send  a  lobby  to  the  General  Assembly  to  plead  the  cause  of 
education,  to  their  own  hurt. 

One  moment  for  review  while  we  recall  that  tlie  first  schools  were  sub- 
scription schools ;  no  statute  for  their  regulation  was  needed.  The  Territory 
and,  after  it,  the  State,  had  no  money  invested.  These  schools  did  not  all,  as  a 
matter  of  course,  shut  their  doors,  and  the  teacher  cease  to  go  his  quiet  round 
in  search  of  pupils  when  the  public,  the  state,  came,  a  rival,  into  the  business, 
by  authorizing  the  establishing  of  schools  over  which  it  would  exercise  some 
measure  of  control,  and  among  which  it  would  distribute  any  school  funds  which 
should  come  into  its  strong  box.  Reference  to  the  sources  of  these  funds  has 
been  made,  the  failure  of  the  leasing  system,  and  the  beginnings  of  legislation 
looking  toward  the  sale  of  the  school  lands. 

Besides  the  law  providing  for  the  sale  of  section  sixteen,  the  legislature,  in 
1827,  passed  two  other  acts  concerning  the  sale  of  the  school  lands  of  the  state: 

1.  To  provide  for  obtaining  the  consent  of  the  inhabitants  of  the  United 
States  Military  District  to  the  sale  of  lands  appropriated  to  the  use  of  schools 
in  the  District,  and  to  authorize  the  lessees  of  lands  therein  to  surrender  their 
leases  and  receive  certificates  of  purchase. 

2.  To  enable  the  inhabitants  of  the  Virginia  Military  District  to  give  their 
consent  to  or  dissent  from  the  sale  of  lands  granted  by  Congress  for  the  use 
of  schools  in  said  district. 

As  in  the  townships  owning  a  section,  so  in  the  United  States  Military 
District,  the  votes  of  all  the  white  male  inhabitants  were  taken  by  the  assessors 
on  their  rounds.  In  the  Virginia  Military  District  the  vote  was  taken  at  the 
ensuing  fall  election.  Some  townships  voted  to  sell,  and  the  majority  ruled  the 
same  way  in  both  the  Military  Districts. 

The  next  step  was,  of  course,  directions  as  to  the  mode  of  selling.  By 
legislative  enactment  the  metliod  of  conducting  the  sales  in  the  two  Military 
Districts  was  similar  to  that  already  provided  for  section  sixteen.  The  county 
auditor,  being  furnished  by  the  auditor  of  state  with  a  list  of  all  the  lands  whose 
sale  was  ordered,  caused  the  assessor  of  the  county  to  make  a  true  valuation 
thereof,  "in  money."  The  da\  of  coonskins  and  other  such  mediums  of  exchange 
was  by,  and  men  must  think,  at  least,  in  dollars.  In  making  his  estimate  of  the 
value  of  the  west  half  and  the  east  half  of  each  quarter  section  the  assessor 
weighed  all  the  "local  advantages,"  conditions  which,  aside  from  the  fertility  of 
the  soil,  the  size  of  the  clearings,  the  possible  "waste"  done  upon  the  timber, 
would  make  it  meet  favor  in  the  eyes  of  the  seeker  for  a  home.  He  noted  also 
and  added  in,  the  value  of  the  improvements.  His  report  to  the  auditor  of  the 
county   included   the   same   items   concerning  town   lots  and   their   subdivisions. 

The  auditor's  next  duty  was  to  make  a  true  copy  of  this  report  and  send 
it,  retaining  the  original,  to  the  capital  of  the  State,  "by  the  Messenger"  of  the 


EDUCATIONAL    HISTORY    OF    OHIO  45 

auditor  who  shall  be  employed  to  collect  the  duplicates  of  taxes  of  the  current 
year. 

When  an  order  so  to  do  came  from  the  state  auditor,  the  county  official 
advertised  a  sale  and  duly  attended  at  the  court  house  on  the  day  set  and  ofTered 
at  auction  each  "piece  or  parcel,"  the  terms  being  one-fourth  down,  the  balance 
in  three  equal  annual  payments  without  interest.  This  applies  to  the  sale  of 
section  sixteen,  not  to  the  sales  of  the  Military  District  lands.  .At  the  above 
auction,  if  the  highest  bidder  did  not  forthwith  pay  the  first  one-fourth,  the 
auditor  without  delay  offered  the  parcel  again  "as  if  no  bid  had  been  made 
thereon,"  and  this  time,  no  bid  from  the  person  who  had  just  failed  to  make 
good  his  word  was  received,  nor  a  bid  from  him  for  any  other  tract,  nor  could 
such  "delinquent  bidder"  buy  at  private  sale  the  object  of  his  empty  bid.  In 
plain  pioneer  English  he  was  persona  non  grata. 

In  the  long  march  of  civilization  one  exceedin^^jy  prosaic  but  very  important 
task  for  some  of  her  promoters,  is  the  reclaiming,  the  calling  back  from  their 
state  of  commingled  land  and  water,  certain  tracts  called  "swamps,"  but  indefi- 
nitely described  by  the  term.  The  proportion  of  the  elements  varies  to  a  won- 
derful degree.  The  commercial  value  of  a  swamp  may  be  slight  or  zero :  it 
mav  be  very  high.  The  price  does  not  run  with  the  worth.  Much  depends  on 
from  which  side  of  the  landscape  the  view  is  taken. 

If  the  foregoing,  "any  meaning,  any  relevancy  bears,"  it  is  due  to  a  law 
of  Congress,  made  in  1850  and  supplemented  soon  after,  donating  to  the  west- 
ern states  a  vast  extent  of  scattered  swamp  land.  Ohio's  share  in  this  dividend 
of  62,428,413  acres  was  but  little  more  than  25,000  acres  —  so  small  a  portion 
that  it  does  not  appear  in  some  accounts  of  the  transaction  —  while  a  neighbor- 
ing state  received  over  one  and  a  quarter  mdlions.  Where  were  Ohio's  statesmen 
then?     Or  did  the  nature  of  the  land  have  to  do  with  it? 

The  General  Assembly  of  Ohio,  in  1853,  provided  for  the  appraisement  of 
the  lands  in  their  wild  state,  and  then  for  the  letting  the  contract  for  drain- 
ing, in  each  county  where  these  swamps  were,  to  the  lowest  responsible  bidder, 
his  bill  for  reclamation  to  be  paid  from  sales  of  the  land  at  the  appraised  value; 
any  lands,  not  sold  to  pay  for  drainage,  to  be  reappraised  and  sold.  After  all 
costs  were  paid,  if  there  were  anything  left  in  the  county  treasury,  of  this  fund, 
"it  shall  be  paid  into  the  state  treasury  for  the  use  of  schools."  The  sum  of 
$24,772.09,  the  result  of  the  sales  of  swamj)  lands,  was  in  the  state  treasury 
January  i,  1904. 

THE    IRREDUCIBLE    DEBT 

January  30.  1827,  a  fund  for  the  support  of  common  schools  was  established. 
Of  this  fund  the  Auditor  of  State  was  made  superintendent.  It  was  to  consist 
of  all  the  moneys  paid  into  the  treasury  from  the  sale  of  lands  donated  by  Con- 
gress for  the  support  of  schools ;  also  any  donations,  legacies,  and  devises  that 
may  be  made  to  the  fund.  The  faith  of  the  state  was  pledged  for  the  payment 
of  the  interest  at  six  per  cent  to  the  various  counties  and  districts  to  which  it  is 
due.  It  is  permanently  borrowed,  therefore  the  debt  can  not  be  made  smaller, 
hence  the  name.     -As  the  result  of  the  sale  of  section  sixteen  this  portion  of  the 


46  EDUCATIONAL   HISTORY   OF    OHIO 

debt  on  January  i,  1904.  amounted  to  $3,415,032.64.  From  the  sale  of  the  United 
States  MiHtary  Lands  at  the  same  date  was  something-  in  excess  of  $7,000.00. 
From  the  Virginia  Military  Lands,  al)Out  $12,000.  The  aggregate  is  a  large 
sum  of  money  which  the  General  Government  owes  to  the  schools  of  Ohio,  but 
across  the  back  of  the  note  is  the  broad  endorsement  of  the  Constitution :  The 
principal  of  all  funds  arising  from  the  sale  or  other  disposition  of  lands  or  other 
property  granted  or  entrusted  to  this  state  for  educational  or  religious  purposes, 
shall  forever  be  preserved  inviolate  and  undiminished. 

The  school  law  of  1838,  so  often  referred  to,  was  the  first  law  to  authorize 
a  tax  for  the  purchase  of  a  lot  on  which  to  build  a  school  house.  Before  that 
date,  the  lot  was  purchased  by  subscription,  or,  perhaps  oftener,  was  a  gift  to 
the  district.  For  many  years  the  notion  prevailed  that  a  large  part  of  expense 
of  conducting  a  district  school  should  be  met  by  contribution. 

The  state  common  school  fund  was  increased  by  "the  interest  on  the  surplus 
revenue,"  and  in  other  ways,  to  the  amount  of  two  hundred  thousand  dollars  per 
annum,  any  lack  in  the  designated  sources  to  be  made  good  by  the  state.  This 
fund  was  distributed  to  the  counties  in  proportion  to  the  number  of  white  youth 
between  four  and  twenty  years  of  age,  not  in  proportion  to  the  number  of 
"families." 

This  "surplus  revenue"  suggest  a  rather  unique  transaction,  the  looking  of 
a  gift  horse  in  the  mouth  very  scrutinizingly,  that  is,  if  appropriations  by  the 
General  Government  to  the  people  shall  be  called  "gifts,"  which  they  are  often 
termed,  but  are  not.  The  surplus  revenue  was  a  sum  of  money,  $42,000,000, 
under  the  above  name,  in  the  United  States  treasury.  Governor  Joseph  Vance 
denied  the  aptness  of  the  term,  "revenue."  It  is,  in  reality,  the  avails  of  our  great 
land  capital  converted  into  money,  and  not  revenue,  which  is  the  ordinary  in- 
come of  a  country  from  imposts  and  taxes  on  her  property,  her  trade,  and  her 
business.  Thirty-five  millions  of  the  balance  now  in  the  treasury  of  the  United 
States  has  arisen  from  the  sales  of  the  public  lands,  since  the  payment  of  the 
national  debt  for  which  these  lands  were  pledged.  This  sum,  at  least,  is  the  in- 
heritance of  the  people,  originally  gained  by  the  toil,  and  suffering,  of  their 
revolutionary  fathers. 

To  prevent  this  large  sum,  as  it  seemed  then,  from  l.\ing  idle.  Congress  in 
1836  passed  a  law  declaring  that  the  money  which  shall  be  in  the  treasury  on 
the  first  day  of  January,  1837,  reserving  five  millions  of  dollars,  shall  be  deposited 
with  the  states,  a  loan  almost  surely  permanent  but  with  a  remote  contingency 
upon  which  repayment  should  be  asked.  The  several  states  were  to  guarantee 
the  safe  keeping,  and  return  if  called  upon,  each,  of  its  own  share. 

Governor  Lucas  saw  no  impropriety  in  Ohio's  receiving  her  portion  of  this 
surplus  and  making  immediate  application  of  it  to  permanent  purposes  within 
the  state,  and  considering  that  it  was  the  property  of  the  people,  and  that  rich 
and  poor  alike  had  an  equal  right  in  it,  he  had  thought  much  upon  the  question, 
what  plan  will  equally  distribute  its  benefits? 

He  recommended  in  the  most  express  manner  the  making  of  it  an  irrevocable 
common  school  fund,  the  state  to  become  the  trustee  thereof,  with  autliority  to 


EDUCATIONAL    HISTORY    OF    OHIO  47 


place  it  in  secure  investments,  and,  annually,  distribute  the  interest  or  dividend 
among-  the  counties  in  proportion  to  the  number  of  children. 

Though  many  men  were  of  Falstaflf's  mind  on  the  disagreeableness  of  "pay- 
ing back,"  the  state  accepted  its  proportion,  $2,007,260.34,  and  by  the  act  of  March 
28,  1837,  distributed  it  among  the  counties  to  be  loaned  on  good  security  and  the 
income  applied  as  the  enlightened  Chief  Magistrate  had  advised.  A  little  of  it 
dribbled  down  into  the  treasuries  of  some  of  the  early  county  teachers'  institutes. 

It  may  not  be  inappropriate  to  relate  here  that  of  the  twenty-six  states  which 
then  constituted  the  American  Union,  sixteen,  wholly  or  in  part,  added  their 
portion  of  this  surplus  to  their  school  fund,  or  began  with  it  such  a  fund,  if,  till 
then,  one  were  lacking. 

A  number  of  the  states  which  had,  like.  Ohio,  lent  their  share  of  "surplus 
revenue"  to  the  counties  to  be  lent  again  at  a  somewhat  higher  rate,  the  counties 
to  be  profited  by  the  difference,  but  Ohio,  in  a  few  years  called  in  this  fund  for 
the  satisfaction  of  debt  due  to  contractors  on  the  public  works  of  the  state.  There 
was  a  balance,  the  interest  upon  which,  for  a  brief  time,  was  placed  in  the 
State  Common  School  Fund  and  found  its  way  back  to  the  counties,  but  soon 
this  balance  went  to  the  General  Sinking  Fund. 

The  beginning  of  taxation  for  school  purposes  and  the  manner  of  it  were 
mentioned  in  the  chapter  upon  school  districts  in  connection  with  the  school  act 
of  1 82 1.  The  exemption  from  taxation  of  the  property  of  non-residents  was  not 
continued.  The  act  of  1825  made  it  the  duty  of  county  commissioners  to  levy  a 
tax  of  one-half  of  a  mill  for  the  maintenance  of  schools  in  their  county  —  a 
county  tax.  The  meeting  of  householders  that  had  power  to  select  a  site,  not  to 
buy  it,  for  a  school  house,  and  provide  means  to  build  it  have  resort  to  this 
fund,  while  the  teacher  was  paid,  so  far  as  it  would  go,  from  the  revenue  derived 
from  donations  made  by  Congress,  and  if  that  were  not  sufficient,  the  directors 
gave  him  a  certificate  attesting  his  claim  to  a  balance  of  wages,  which  certificate 
he  presented  to  the  auditor.  If  it  did  not  exceed  the  balance  of  the  district's 
dividend  of  the  countv  tax,  the  auditor  honored  the  certificate  by  an  order  on 
the  treasurer.  The  county  tax  had  been  apportioned  among  the  districts  in  pro- 
portion to  the  number  of  families  in  each. 

The  law  regulatin^a:  the  mode  of  supplying  fuel  varied  almost  from  year  to 
year.  In  1834,  it  would  have  the  parent  or  guardian  provide  fuel,  but  no  pen- 
alty appears  to  have  attended  his  failure  to  do  so.  In  1849,  in  case  of  such 
failure,  the  directors  furnished  the  fuel  and  collected  the  price  from  the  delin- 
quent. 

An  act  supplementary  to  that  of  1825  had  authorized  the  directors  to  levy 
a  special  tax  not  to  exceed  three  hundred  dollars,  for  building  or  repairing  a 
school  house,  having  the  assent  of  three-fifths  of  the  householders  present  at  a 
meeting  officially  called,  l)ut  the  potent  voice  of  the  non-resident  tax  payer  is 
heard  in  an  enactment  of  a  semi-decade  later,  which  limited  the  tax  to  fifty 
dollars  unless  one-third  of  the  property  subject  to  taxation  in  the  district  be 
owned  by  persons  residing  therein,  and  so  on  with  a  sort  of  parallel  increase  till 
two-thirds  of  the  property,  speaking  through  its  owners  could  levy  the  afore- 
said three  hundred. 


48  EDUCATIONAL    HISTORY    OF    OHIO 

By  an  act,  February  lo,  1829,  the  rate  of  the  county  tax  for  school  pin- 
poses  was  changed  to  three-fourths  of  a  mill ;  one  and  one-half  mills  in  1836 ; 
two  mills  in  1838;  in  1839,  the  commissioners  were  authorized  to  reduce  the 
tax  to  one  mill,  but  to  their  credit  it  is  recorded  that  not  one  county  in  five  made 
the  reduction  that  year.  Wliether  the  commissioners  had  learned  of  their  privil- 
ege the  deponent  said  not.  The  rate  had  further  reduction  but  without  dimin- 
ishing the  proceeds,  owing  to  the  advancing  valuation  of  property.  In  185 1  this 
financial  mercury  stood  again  at  one.  The  code  of  1853  left  it  out  entirely. 
This  tax  was  a  county  tax  0!ily  in  that  the  county  commissioners  had  certain 
control  over  it,  a  restricted  discretion  as  to  the  rate  and  the  division  of  the  fund 
among  the  townships,  assigning  to  each  the  amount  collected  therein.  It  was, 
in  fact,  a  township  tax. 

In  the  great  reorganizing  act  just  mentioned,  which,  in  the  townships,  made 
the  districts  to  be  sub-districts,  the  board  of  education  was  required  to  make  each 
year  an  estimate  of  the  money  needed  for  the  buying  of  sites  for  schoolhouses, 
for  repairing  or  building  schoolhouses,  for  all  purposes  other  than  the  payment 
of  teachers,  and  to  certify  their  estimate  to  the  county  auditor.  It  then  became 
the  auditor's  duty  to  assess  the  amount  named  ujwn  the  taxable  property  of  the 
township,  or,  rather,  the  township  district. 

The  board  of  education,  if  it  were  adjudged  necessary  or  desirable  to  estab- 
lish a  central  or  high  school,  was  authorized  to  make  an  estimate  of  the  probable 
cost,  and  lay  a  statement  of  the  same  before  a  specially  called  meeting  of  the 
voters  of  the  district.  This  meeting  determined  all  important  questions,  such  as 
the  tax  levy  and  the  location  of  the  schoolhouse.  A  tax  not  exceeding  two  mills 
could  be  levied  by  the  board  for  the  payment  of  teachers  in  this  central  school, 
and  for  the  prolonging  the  sub-district  schools  after  the  state  funds  were  ex- 
hausted. 

By  an  amendment  in  1857,  if  the  "estimate"  above  referred  to  exceeded  two 
per  cent.,  the  matter  must  be  referred  to  the  voters. 

A  line  which  would  graphically  represent  the  changing  rate  of  local  tax  to 
1873  would  move  down  and  up  with  three  mills  for  a  base,  but  in  the  year  named, 
in  obedience  to  that  trend  in  governmental  afifairs  away  from  the  people  to  the 
agents  thereof,  the  powers  and  duties  of  boards  of  education  were  considerably 
amplified,  and  that  they  might  have  means  at  their  disposal  to  do  the  things 
required  they,  other  boards  and  township  boards,  were  authorized  to  demand  of 
the  proper  county  officer  a  levy  of  not  to  exceed  seven  mills  on  the  dollar  of  the 
taxable  property  of  their  respective  districts.  This  was  a  substantial  advance, 
for  immediately  prior  to  this  act  the  maximum  tax  levy  in  township  districts  was 
three  and  three-fourths  mills ;  in  other  districts  five  and  one-fourth  mills. 

A  board  of  education  by  this  law  of  1873  might  borrow  money  and  issue 
bonds  therefor  for  the  purchase  and  repair  of  school  property,  but  not,  in  this, 
go  beyond  two  mills.  Such  action  requires  a  vote  of  a  majority  of  the  board, 
not  a  majority  of  a  quorum. 

If,  in  the  opinion  of  the  board,  more  money  must  be  raised  by  taxation  than 
can  be  raised  by  the  modes  here  indicated,  to  purchase  a  site  or  build  a  school- 
house,  the  question  of  the  loan,  bond  issue  and  tax  had  to  be  submitted  to  the 


EDUCATIONAL    HISTORY    OF    OHIO  49 


voters  of  the  district,  the  only  instance  of  such  submission  of  a  tax  query  de- 
manded by  the  statute  of  1873. 

Since  the  law  of  1853  all  special  sources  of  revenue  were  discarded,  and  it 
was  enacted  that :  For  the  purjjose  of  affording'  the  advantages  of  a  free  edu- 
cation to  all  the  youth  of  this  state,  the  state  common  school  fund  shall  hereafter 
consist  of  such  sum  as  will  be  produced  by  the  annual  levy  and  assessment  of 
two  mills  upon  the  dollar  valuation.  The  rate  was  changed  the  next  year  to 
one  and  one-half  mills.  It  has  continued  to  decline:  from  1871  to  1902  it  stood 
at  one  mill,  and  at  the  latter  date  was  fixed  at  ninety-five  hundredths  of  a  mill. 
While  the  proceeds  in  the  aggregate  sound  like  a  duke's  ransom,  divided  over 
the  Conmionwealth  they  contribute  annually  toward  the  education,  the  fitting  for 
American  citizenship,  of  each  boy  and  girl  the  munificent  endowment  of  less 
than  two  dollars.  "The  property  of  the  State"  is  imperial  in  its  immensity,  but 
the  careful  adjustment  of  the  rate  puts  the  State's  share  in  these  great  partner- 
ships to  shame  in  the  presence  of  the  fund  collected  from  the  local  assessment 
in  the  township  furthest  back. 

The  Commissioner's  report  for  1903  indicates  the  following  rates  of  taxa- 
tion for  school  purposes :  State  tax,  ninety-five  hundredths  of  a  mill ;  Average 
Local  Tax,  township  districts,  five  and  eighty-five  hundredths  mills ;  separate 
districts,  eight  and  sixty-six  hundredths  mills.  The  State  tax  is  now  —  1905 
—  one  mill  and  will  so  remain  unless  changed  again. 


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EDUCATIONAL 
HISTORY  OF 
OHIO 


^ 


LA 
346 
B8 
MAIN 


SCHOOL   DISTRICTS 


SOMETIMES  when  speaking  of  a  State  the  speaker  means  a  great  extent 
of  land  hounded  by  imaginary  straight  Hnes  or  material  crooked  lines. 
A  learned  judge  and  poet  asked  himself  a  question  to  which  his  answer 
was:  "Men  who  their  duties  know,  but  know  their  rights,  and,  knowing,  dare 
maintain,  these  constitute  a  State,  and  sovereign  law,  the  State's  collected  will, 
sits  Empress" ;  the  last  essential,  standing  for  organization  into  one  whole  with 
some  form  of  government. 

Coming  from  large  things  to  small,  we  may  make  in  plain  prose  similar 
assertions  of  a  school  district  —  it  is  the  stage  and  the  players.  The  immediate 
servant  of  the  people,  the  exponent  and  the  executive  of  their  collected  will,  is 
a  board  of  directors  or  of  education.  The  material  district  is  the  smallest  unit 
in  the  common  school  geography. 

The  Legislature  of  Ohio,  in  1803,  April  15,  enacted  that  the  lands  granted 
for  the  support  of  schools  in  the  several  parts  of  the  State  shall  be  let  on  lease 
for  the  jnirpose  of  improving  the  same  and  thereby  rendering  them  productive, 
that  the  profits  arising  therefrom  may  be  applied  to  the  supjjort  of  schools.  Ohio 
was  but  a  few  months  old  at  this  date. 

The  first  suggestion  of  districts  in  the  future  occurs  in  an  act  passed  in 
1806.  The  commissioners  of  the  county  were  required,  as  soon  as  there  were 
twenty  electors  in  any  original  surveyed  township  or  fractional  township,  upon 
the  a])plication  of  those  electors,  to  fix  the  time  and  i)lace  for  the  election  of  three 
trustees  and  a  treasurer,  who  should  by  that  act  be  incorporated  and  should  hold 
their  office  for  two  years. 

These  trustees  were  em]30wered  to  lay  off  the  township  into  proper  divi- 
sions and  to  change  these  when  it  seemed  best,  "for  the  purpose  of  establishing 
schools  therein,"  and  each  division  was  to  receive,  according  to  the  number  of 
its  inhabitants,  a  dividend  of  the  profits  arising  from  their  section  reserved  for 
school  purposes. 

Let  it  be  noted  that  in  these  "divisions"  there  were  no  directors ;  in  the 
county  no  examiners.  There  were,  as  we  know,  in  course  of  time,  divers  round- 
log  and  hewed-log  houses,  built  by  the  neighbors  or  rented  from  some  growing 
individual  who  had  a  cabin  to  spare. 

In  1817  an  act  was  passed  which  outlined  a  method  by  which  six  or  more 
persons  who  should  have  associated  themselves  together  for  the  purpose  of  estab- 
lishing a  school  and  building  a  schoolhouse,  or  establishing  a  library,  might 
obtain  letters  of  incorporation.  The  fact  that  "the  property  to  be  owned  by  the 
association,  except  philosophical  and  mathematical  apparatus,  books,  maps  and 
charts,  shall  at  no  time  exceed  the  value  of  ten  thousand  dollars,"  would  seem 
to  expect  for  it  an  exceedingly  local  application.  Before  this  law  these  corpora- 
tions were  each  created  bv  direct  act  of  the  legislature. 


54  EDUCATIONAL   HISTORY   OF   OHIO 

Four  more  years  passed,  and  a  statute  was  enacted  which  embodied  a  faint 
resemblance  to  a  system  of  public  schools.  In  this  law  of  1821,  "for  the  regu- 
lation and  support  of  common  schools,"  the  trustees  of  the  civil  township  were 
required  to  notify  the  electors  that  at  the  next  township  election  they  shall  vote 
for  or  against  the  organization  f  f  the  township  into  school  districts.  If  a  ma- 
jority of  the  votes  given  by  "householders"  shall  be  in  favor  of  organization  the 
trustees  must  do  this  laying  off,  or  part  of  it,  within  twenty  days.  The  districts 
were  not  to  contain  more  than  forty  househoulders  or  less  than  twelve.  It  is 
to  be  noticed  that  the  voters  must  be  householders  —  no  provision  as  to  sex  or 
citizenship.  Rules  are  laid  down  for  the  best  manner  of  this  districting ;  even 
a  district,  described  but  not  named  after  the  fashion  of  a  later  generation  a  "joint 
sub-district,''  was  here  provided  for. 

On  the  first  Monday  of  May  the  householders  in  each  district  met  in  the 
township  at  some  place  agreed  upon,  and  when  so  met,  if  they  numbered  ten, 
they  elected  three  of  themselves  a  "school  committee"  for  the  district ;  also  a 
collector,  who  should  be  treasurer,  and  a  clerk  to  write  local  history  of  the  official 
doings  of  the  committee,  and  to  make  out  tax  bills  —  short  words,  but  with  a 
lung  and  great  sequence.  The  committee  were  authorized  to  cause  the  erection 
of  a  schoolhouse  in  some  convenient  place,  upon  a  piece  of  land  not  more  than 
two  acres  in  extent,  which  had  been  donated  for  this  pious  use,  or  which  the 
householders,  with  the  aid  of  any  other  person  so  minded,  should  furnish  the 
small  sum  needed  to  buy.  But  as  two-thirds  of  the  householders  must  have  pre- 
viously agreed  upon  the  erection  of  a  schoolhouse  the  function  of  the  School 
Committee  seems  to  have  been  that  of  a  building  committee.  Should  a  sufficient 
sum  for  the  purchase  of  a  site  not  be  forthcoming  from  the  sources  named,  the 
committee  could  supply  the  lack  from  the  sum  raised  by  taxation ;  for  the  prop- 
erty of  all  persons  residing  in  the  district,  if  such  property  were  in  the  district 
and  liable  to  taxation  for  State  or  county  purposes,  was  liable  to  be  taxed  for 
the  purpose  of  erecting  a  schoolhouse.  This  tax  was  not  to  be  greater  in  any 
year  than  one-half  the  amount  that  might  be  levied  on  the  same  objects  for  State 
and  county  purposes. 

Besides  the  two  uses  to  which  these  early  taxes  were  to  be  applied  there  was 
a  third ;  namely,  to  make  up  the  deficiency  that  might  accrue  from  the  schooling 
of  any  children  whose  parents  were  not  able  to  pay  their  proportionate  share  of 
the  teacher's  wages  and  of  the  current  expenses  of  the  school.  The  inquest  into 
this  inability  must  have  been  as  uncertain  in  its  results  as  it  was  disagreeable 
to  both  parties.  The  exemption  would,  human  nature  being  a  tolerably  persistent 
thing,  be  less  likely  to  hinge  upon  inability  to  pay  than  willingness  to  bear  the 
unpleasant  name  arising  from  the  matter.  One  writer  touching  upon  the  matter 
infers  this  as  the  result :  "to  deprive  the  children  of  the  poor  of  all  school  in- 
struction. Pride  acted  as  an  effective  bar  to  prevent  the  acceptance  by  the  poor 
man  of  .school  privileges  which  were  grudgingly  paid  by  his  more  prosperous 
neighbors."  But  if  the  lessees,  and  they  must  have  been  among  these  plain  people 
of  the  townships,  deserved  the  compliments  they  received  from  governors,  me- 
morialists and  school  superintendents,  motives,  other  than  pride  may  have  kept 


EDUCATIONAL    HISTORY    OF    OHIO  55 

their  children  from  school.  The  writer's  experience  in  dealing  out  text-books 
at  the  cost  of  the  district  to  the  children  of  indigent  parents  is  illuminating. 

The  gathering  in  of  the  taxes  and  the  assessments  upon  parents  and  guard- 
ians was  the  work  of  the  collector.  He  was  allowed  as  compensation  for  his 
services  to  retain  two  per  cent,  of  his  collections.  No  other  person  on  official 
duty  under  the  act  was  paid  any  fees  or  compensation.  Rentals,  if  any,  from 
Section  16  were  paid  by  the  townshijj  trustees  to  the  treasurer  of  the  district. 
This  possible  sum,  very  small  at  greatest,  was  all  the  money  for  the  support  ot 
the  district  school  not  directly  from  the  pockets  of  the  people  of  the  township. 
Property  in  the  district  belonging  to  an  absentee  paid  no  tax.  The  only  sugges- 
tions of  community  were  the  share  of  Section  16  and  the  free  admission  to  school 
of  the  children  of  any  person  not  able  to  pay  tuition.  In  section  ten  of  the 
statute  it  is  made  the  duty  of  the  School  Committee  "to  employ  a  competent 
teacher  or  teachers" —  that  unkindest  verbal  cut  of  "hiring"  was  happily  not  in 
use.  Of  all  their  functions  this  was  the  most  vital.  The  house  might  be  log 
and  the  logs  might  be  round ;  the  seats  might  be  slabs  with  the  bark  on ;  oiled 
paper  the  skylight ;  mammoth  "chunks"  of  wood  the  fuel ;  the  earliest  printed 
and  most  indiscriminately  adopted  school  books  the  "Course  of  Study;"  but  if 
the  School  Committee  employed  "a  competent  teacher,"  in  the  somewhat  broad 
interpretation  of  that  phrase,  they  had  a  right  to  expect  a  school.  But  with  all 
the  conditions  reversed,  however  fair  the  outward  show,  the  "notes  almost  divine" 
of  true  education,  of  right  character  building,  of  proper  training  for  citizenship, 
were  not  there  sung.     The  school  was  naught. 

In  (jovernor  Morrow's  message  to  the  legislature  transmitted  on  the  second 
dav  of  December.  1823,  there  is  a  passage  relating  to  the  law  we  have  been  con- 
sidering; "The  act  of  the  22nd  day  of  January,  182 1,  'for  the  regulation  and 
support  of  common  schools,'  contains  the  general  features  of  a  system  calculated 
for  that  purpose.  P)Ut  however  well  the  provisions  may  be  adapted  to  the  ])ur- 
pose,  they  are  rendered  nugatory  by  the  option  given  to  the  electors  in  the  several 
townships  to  give  them  effect  or  not,  as  they  shall  by  their  votes  determine.  Was 
this  act  made  positive,  and  in  some  other  respects  modified,  we  should  have  a 
system  in  force  —  perhaps  not  perfect  —  for  the  regulation  of  common  schools 
which  could  be  further  improved,  as  experience  under  it  should  point  out  its 
defects." 

To  gain  clear  conceptions  as  to  the  evolution  of  school  districts  to  what  we 
see  them  at  the  present  day,  let  us  discern  what  advances  and  slips  backward 
were  made  in  the  act  of  1825,  which  piece  of  legislation  the  student  inclined  to 
be  merrv  could  say  came  by  water,  as  it  should  not  have  arrived  but  for  the  aid 
of  the  canals. 

In  his  report  accompanying  the  bill  Mr.  Guilford  reminded  the  Assembly 
that  in  cities,  towns  and  villages  schools  always  exist,  while  only  free  schools 
have  ever  succeeded  in  diffusing  education  among  the  mass  of  the  people  who 
cultivate  the  soil.  This  system,  scattering  schools  in  every  neighborhood,  is 
within  the  reach  of  every  farmer,  and  freely  offers  to  the  poor  tenants  of  every 
cabin  the  means  of  instruction. 


56  EDUCATIONAL    HISTORY    OF   OHIO 


But  the  speaker  did  not  have  Ohio  in  his  mind.  He  continued :  "In  New 
England,  where  this  system  has  prevailed  ever  since  the  first  settling  of  the  coun- 
try, it  is  extremely  rare  to  meet  with  a  person  of  either  sex  who  can  not  read 
and  write.  A  taste  for  reading  and  a  desire  for  further  information  is  thus  cre- 
ated, and  in  almost  every  town  and  village  a  respectable  circulating  library  is 
to  be  found." 

The  preamble  to  this  new  act  points  with  solemn  gesture  to  the  state  consti- 
tution, which  repeats  the  exalted  declaration  of  the  Ordinance  and  lays  a  duty 
upon  the  legislature  to  give  it  effect:  "It  is  provided  by  the  Constitution  of  this 
State  that  schools  and  the  means  of  instruction  shall  forever  be  encouraged  by 
legislative  provision." 

While  some  of  the  steps  forward  denoted  a  sturdy  stride,  the  words  of  the 
law  affecting  the  formation  of  districts  were  very  few.  The  other  matters  —  tax- 
ation and  examiners  —  shall  fall  into  their  own  places. 

The  householders  are  not  called  upon  for  "yea"  or  "nay."  "It  shall  be  the 
duty  of  the  trustees  of  each  incorporated  township" —  civil  — "to  lay  off  school 
districts."  Joint  districts  are  also  provided  for.  each  township  to  contribute  in 
proportion  not  to  the  number  of  jjupils  sent  to  the  schools,  but  to  the  number  of 
families  belonging  to  its  ])art  of  the  district.  "One  or  more  inhabitants"  of  a 
district  could  call  a  district  meeting  by  notifying  all  the  householders  of  the  time 
and  place,  and  if  one-third  were  present  it  was  a  legal  meeting.  It  must  organize, 
choose  a  clerk,  elect  three  directors  for  one  year  and  until  their  successors  are 
chosen,  "determine  upon  the  site  of  a  schoolhouse  and  provide  the  means  of 
building  the  same."  The  marked  feature  of  this  bill  is  the  number  of  times  the 
permissive  "may"  has  withdrawn  before  the  imperative  "shall." 

But  even  when  the  "powers  that  be"  grow  imperative  it  seems  to  be  a  trait 
of  the  Anglo-Saxon  character  to  look  behind  the  word  to  see  what  act  is  suited. 
Suppose  we  do  not  heed,  what  is  the  penalty  ?  In  the  case  before  us,  if  the 
trustees  did  not  take  the  initiatory  steps  the  township  received  no  share  of  the 
money  collected  for  school  purposes.  If  the  misfeasance  covered  five  years  the 
auditor  must  divide  the  accumulation  among  the  other  townships  of  the  county 
which  shall  have  been  laid  off  into  districts.  If  a  district  laid  off  shall  fail 
during  three  consecutive  years  to  employ  a  teacher,  "and  keep  school,"  the  auditor 
must  divide  its  share  of  the  school  money  among  the  other  districts  which  did 
employ  teachers  and  keep  school.  These  involuntary  contributions  for  the  ben- 
efit of  others  would  naturally  beget  a  purpose  to  change  their  local  managers. 
Supplementary  legislation  authorized  a  special  ta.x  not  exceeding  $300,  to  be 
levied  by  the  directors  for  building  or  repairing  a  schoolhouse,  provided  three- 
fifths  of  the  householders  present  at  a  meeting  should  agree  thereto ;  and  where 
there  were  more  than  thirty  householders  in  a  district  ten  were  made  a  quorum 
of  the  district  meeting. 

The  school  law  of  1838  required  that  a  township  school  map  should  be  made 
by  the  trustees  showing  the  district  lines  for  the  use  of  the  township  clerk  and 
auditor  of  the  county,  and  before  making  alterations  therein  at  their  annual  meet- 
ing they  must  post  public  notices  of  the  changes  proposed  in  each  of  the  districts 
to  be  affected.     The  "voters  present"  at  a  town  meeting  may  transact  all   the 


EDUCATIONAL    HISTORY    OF    OHIO 


57 


ordinary  business  of  tlic  district,  including'  the  election  of  three  directors  to  serve 
for  the  ensuing  year. 

The  law-makers,  or  the  pedagogic  prompters  of  the  law-makers,  seemed 
determined  to  make  organization  so  easy  that  it  should  not  fail  in  the  very  door ; 
though  this  need  of  an  automatic  machine,  with  other  symptons  noticed  else- 
where, denotes  an  apathy  easy  to  reconcile  with  an  exceedingly  moderate  demand 
for  schools  on  the  part  of  the  "rising  generation" —  to  use  a  phrase  'favorite 
among  the  Ohio  governors  —  and  with  no  ardent  desire  for  an  office  with  no 
pay  or  perquisites  attached. 

The  clerk  must  be  selected  from  the  directors  and  be  also  district  treasurer. 
In  section  8  occurs,  it  seems,  for  the  first  time,  the  term  "sub-districts."  It  is 
here  applied  to  the  parts  into  which  the  directors  may  divide  their  district.  Signs 
of  a  more  intimate  relation  of  the  directors  with  their  school  begin  to  be.  They 
were  to  make  rules  for  the  government  of  the  schools ;  determine  "what  ages 
may  attend"  the  difTerent  schools,  the  school  age  extending  from  four  to  twenty- 
one,  and  the  number  to  be  assigned  to  each  teacher.  They  must  select  the  studies 
to  be  pursued  in  each  school  and  see  to  it  that  reading,  writing  and  arithmetic 
shall  all  be  taught  in  the  English  language ;  which  clause  was  not,  however,  to 
be  so  construed  as  to  forbid  the  teaching  of  any  other  language  as  a  branch  of 
study. 

Each  year,  before  the  election,  the  directors  should  make  to  the  township 
clerk  a  full  financial  report,  along  with  other  statistics  necessary  to  an  under- 
standing of  the  condition  of  the  schools,  and  what  return  was  had  from  the  money 
expended. 

In  case  a  district  does  not  elect  directors,  or,  elected,  they  refuse  to  qualify 
or  discharge  the  duties  of  their  office,  and  when  the  township  superintendent 
may  have  appointed  others  to  fill  the  vacancies,  and  thev  refuse  to  act,  it  was 
the  duty  of  the  superintendent  to  "proceed  to  said  district"  and  take  upon  himself 
the  duties  assigned  to  the  board,  such  as  emjjloying  teachers  and  assessing  taxes ; 
and  he  was  allowed  a  reasonable  compensation  for  his  services  as  substitute  for 
a  board  of  directors. 

A  change  from  the  districts  formed  by  the  dividing  of  a  township  into  parts, 
and  the  sub-districts  formed  by  further  division,  is  come  upon  in  Section  XXXII. 
It  declares  that  every  incorporated  city,  town  or  borough  is  created  a  separate 
school  district,  to  be  under  the  supervision  of  the  corporate  authorities,  and  the 
qualified  voters  shall  annually  elect  three  directors  unless  the  corporate  author- 
ities should,  by  an  ordinance  to  that  efifect,  increase  the  number  of  directors  so 
as  to  allow  one  for  each  sub-district. 

The  division  of  such  town  district  into  sub-districts  was,  however,  a  matter 
for  the  judgment  of  the  directors,  and  the  election  of  one  director  for  each  sub- 
district  of  a  town  —  home  rule  carried  to  its  last  analysis  —  would  not  "increase" 
the  number  of  directors  unless  the  sub-districts  numbered  more  than  three.  It 
would,  fortunately,  not  apply  to  the  small  towns  and  villages. 

In  this  section  was  planted  a  hint  of  the  Akron  law.  The  directors  were 
empowered  to  establish  schools  of  different  grades  and  to  make  rules  for  the 
"duties  and  discipline"  of  these  incipient  graded  schools.     liy  the  mutual  action 


,8  EDUCATIONAL    HISTORY    OF    OHIO 


of  the  directors  and  the  trustees  of  the  township  territory  adjoinina;  the  town 
district  could  be  made  part  of  it.  This  hint  of  movement  in  the  right  direction 
was  not  taken  in  a  way  which  indicated  a  general  waiting  for  it.  Many  town 
districts  were  divided  into  sub-districts,  but  without  any  effort  toward  grading 
there  were  simply  so  many  sub-district  schools,  each  like  the  others,  which  is  not 
praise  to  any.  A  French  traveler  in  the  United  States  reported  that  "all  Amer- 
ican hotels  are  alike ;  some  are  worse." 

Uy  a  statute  passed  the  next  year  in  a  district  which  is,  in  whole  or  part,  an 
incorporated  town,  it  was  made  the  duty  of  the  directors  to  provide  for  a  suitable 
number  of  evening  schools  for  the  instruction  of  such  male  youth  over  twelve 
years  of  age  as  are  prevented  by  their  daily  vocations  from  attending  day  schools. 
A  finely  general  section  declares  that  the  "directors  shall  have  power  to  deter- 
mine wliat  branches  and  language  or  languages  shall  be  taught  in  their  several 
districts,  provided  the  branches  taught  shall  be  such  as  are  generalh-  taught  in 
common  schools."  Again,  from  any  district  where  the  directors  keep  an  English 
school  and  do  not  have  branches  taught  in  German,  a  pupil  who  desired  to  "learn 
in  the  Cierman  language"  was  granted  by  statute  the  privilege  of  attending  a 
German  school  in  another  district.  Three  years  later — 1842  —  the  amendment 
was  still  further  amended.  The  statute  leads  to  the  inference  that  there  were 
districts  wherein  neither  English  nor  German  was  taught,  for  it  grants  to  youths 
in  such  a  district  who  wish  to  be  taught  in  the  German  language,  the  privilege 
of  attending  a  school  out  of  their  own  district,  where  such  language  was  taugnt. 
It  does  not  accord  the  same  right  of  transfer  from  such  district  to  youths  who 
may  desire  to  be  taught  in  the  English  language. 

This  followed  the  repeal  of  the  law  rec|uiring  all  Iiranclies  to  be  taught  in 
the  English  language,  and  branches  were  taught  in  German  if  the  directors  willed 
it,  but  they  must  be  "the  branches  generally  taught." 

The  question  concerning  German  schools  and  German  instruction  in  the 
schools  has  called  forth  various  bits  of  legislation,  and.  if  collected,  a  cpiarto 
of  printed  matter.  Shortly  before  the  amendments  just  referred  to  were  enacted 
Governor  Shannon,  in  an  inaugural  address,  took  part  in  the  discussion :  .\1- 
though  the  German  may  be  taught  in  connection  with  the  English  language  if 
the  school  directors  so  order,  yet  it  is  impossible,  in  many  places,  to  procure  a 
teacher  capable  of  teaching  both  German  and  English,  or  to  procure  an  EuTjlisli 
teacher  capable  of  teaching  German  children. 

The  present  plan  of  following  the  development  of  the  organization  of  the 
Ohio  school  district  and  the  powers  of  the  directors  will  not  be  continuously  fol- 
lowed. It  has  reached  the  time  when  city  school  districts  came  into  s])ecial  prom- 
inence and  secured  special  and  beneficial  legislation.  To  it  attention  will  now 
be  given.  The  next  stage  in  the  rural  district  organization  was  a  part  of  the 
law  of  1853,  which,  while  in  theory  it  was  a  very  pretty  piece  of  work,  tangled 
a  skein  that  the  next  half  century  found  it  not  easy  to  undo :  ideal,  but  not  suited 
to  Jiuman  nature  in  its  present  phase. 


CHAPTER  VI 


THE   AKRON    LAW 


THE   AKRON    LAW 


CHE  school  law  of  1825  with  its  school  fund  by  taxation,  its  county  board 
of  examiners,  and  additional  powers  with  which  it  equipped  school 
directors  was  a  firm  step  forward,  but  after  it  the  first  landmark  along 
the  way  toward  a  well  developed  system  of  public  schools  was  the  passage  of 
an  act  for  their  support  and  better  regulation  in  the  town  of  Akron, —  an  act, 
named  ever  since,  but  to  praise.  It  applied  only  to  the  town  named,  and  its  pur- 
pose was  to  gather  the  independent  schools  of  the  town  into  one  organization, 
under  a  single  board,  and  to  bring  about  such  good  results  as  can  flow  only  from 
a  grading  of  the  pupils.  From  this  act  has  grown  the  system  of  graded  "union" 
schools,  now  found  in  almost  every  city  and  town,  and  benevolently  invading  the 
country. 

Before  giving  an  outline  of  this  measure  it  seems  proper  to  state  some  of 
the  conditions  which  it  was  to  remedy,  and  to  name  the  man  to  whom  great 
credit  is  due  for  its  authorship.  This  can  be  done  most  fitly  by  the  use  of  some 
brief  paragraphs  from  a  historical  sketch  of  the  Akron  public  schools  written 
in  America's  centennial  year  by  Judge   C.  Bryan : 

"In  1846  there  were  within  the  incorporated  limits  of  the  village  of  Akron 
690  children  between  the  ages  of  4  and  16.  Of  this  number  there  was  an  average 
attendance  at  the  public  and  other  schools  the  year  through  of  not  more  than 
375.  During  the  summer  of  1846  one  of  the  district  schools  was  taught  in  the 
back  room  of  a  dwelling  house.  Another  was  taught  in  an  uncouth,  inconven- 
ient and  uncomfortable  building,  gratuitously  furnished  by  Captain  Howe  for 
the  use  of  the  district.  There  were  private  schools,  but  these  were  taught  in 
rooms  temporarily  hired,  and  unsuited  for  the  purpose  in  many  respects.  Read- 
ing, writing,  spelling,  arithmetic  and  grammar,  were  more  or  less  attended  to 
in  the  public  and  private  schools,  but  of  the  above  number  there  were,  as  estimated, 
200  who  did  not  attend  school  at  all,  who  ought  to  have  been  receiving  the 
benefits  of  good  school  instruction. 

It  was  in  view  of  this  state  of  things  that  Rev.  I.  Jennings,  then  a  young 
man  and  pastor  of  the  Congregational  Church  of  Akron,  self-moved,  set  himself 
to  work  to  reorganize  the  common  schools  of  Akron.  There  were  many  friends 
of  a  better  education  in  the  place,  who  co-operated  with  Mr.  Jennings,  and  on 
the  i6th  of  May,  1846,  at  a  public  meeting  of  the  citizens,  a  committee  was 
appointed,  of  which  he  was  chairman,  "to  take  into  consideration  our  present 
educational  provisions  and  the  improvement,  if  any,  which  may  be  made  therein." 
On  the  2 1  St  of  November,  1846,  there  was  an  adjourned  meeting  of  the  citizens 
at  which  Mr.  Jennings,  on  behalf  of  the  committee,  submitted  their  report.  It 
was  a  good,  businesslike  document,  clear  in  its  statements,  definite  in  its  recom- 
mendations, and  so  just  and  reasonable  in  its  views,  that  it  received  the  unani- 
mous approval  and  adoption  of  the  citizens  there  assembled. 


62  EDUCATIONAL    HISTORY    OF    OHIO 

The  committee  urged  in  behalf  of  this  plan,  that  it  will  secure  a  thorough 
classification  of  pupils,  bring  different  classes  into  constant  fellowship,  lay  hold 
of  native  talent  and  worth,  whether  rich  or  poor,  and  secure  the  best  superin- 
tendence and  management. 

The  idea  originated  with  Mr.  Jennings;  and  the  labor  of  visiting  every 
house  in  the  village  to  ascertain  what  children  went  to  school  and  who  did  not 
go,  and  who  went  to  public  schools  and  who  went  to  private,  and  how  much  was 
paid  for  school  instruction,  was  performed  by  him.  He  went  to  Cleveland  and 
Sandusky  City  in  the  same  interest,  to  see  the  operation  of  graded  schools  there. 
He  procured  estimates  by  competent  mechanics  of  the  cost  of  erecting  a  grammar 
school  building  to  accommodate  500  pupils  and  omitted  no  detail  of  the  plan 
that  was  necessary  to  show  it  in  organic  completeness ;  and  whatever  credit  and 
distinction  Akron  may  have  enjoyed  for  being  the  first  to  adopt  the  principle  of 
free  graded  schools  in  Ohio,  is  due  to  Mr.  Jennings.  He  was  the  father  and 
founder  of  the  Akron  schools." 

This  famous  statute  provides  for  the  election  of  six  directors  of  the  com- 
mon schools  of  the  city,  any  vacancy  to  be  filled  by  the  town  council,  and  these 
directors,  likewise  their  successors  in  ofifice  were  made  a  body  politic  under  the 
name  of  "The  Board  of  Education  of  the  Town  of  Akron."  The  power  con- 
ferred by  this  act  whereby  the  Board  of  Education  of  Akron  could  establish  ; 
Central  Grammar  School  was  also  conferred  upon  the  Board  of  Managers  of  the 
Dayton   School   District. 

The  board  of  education  was  given  the  entire  control  of  the  common  schools, 
and  the  town  was  made  one  district.  It  was  made  the  duty  of  the  board  to 
establish  six  or  more  primary  schools  in  which  the  rudiments  of  an  English 
education  should  be  taught,  and  a  Central  Grainmar  School  wherein  instruction 
should  be  given  beyond  the  scope  of  the  primary  schools  yet  requisite  to  a 
"respectable  English  education,"  and  no  pupil  was  to  be  admitted  to  this  gram- 
mar school  who  had  not  sustained  a  thorough  examination  in  the  studies  of  the 
primary  school.  Classification  is  here  suggested  and  this  power  and  duty  left 
with  the  teacher.  .Admission  to  all  these  schools  was  gratuitous  to  all  the  youth 
of  the  town,  of  school  age  and  entitled  to  schooling  under  the  genera!  school 
laws  of  the  State ;  they  must  be  of  the  legal  color,  or  could  the  Board  admit 
pupils  not  eligible  under  the  general  law  ? 

The  Board  was  given  power  to  make  and  enforce  all  needful  regulations, 
employ  and  pay  teachers,  select  sites  and  superintend  the  building,  upon  their 
own  plan,  of  school  houses.  It  reported  to  the  town  council  the  amount  of 
money  necessary  to  erect  the  school  buildings  described,  also  the  sum  needed  in 
addition  to  that  accruing  under  the  general  laws,  and  it  was  made  the  duty  of 
the  council  to  levy  a  tax  to  meet  these  demands.  The  town  council  was  distinctly 
the  official  superior  of  the  Board  of  Education,  and  the  title  to  all  school  prop- 
erty was  vested  in  the  council. 

Moreover  it  was  made  the  duty  of  the  council  to  appoint  three  competent 
persons,  citizens  of  Akron,  to  serve  as  school  examiners ;  these,  after  the  first, 
to  serve  for  three  years.  The  three,  or  any  two  of  them,  were  empowered  to 
examine  such  persons  as  might  apply  to  them  —  no  formality  of  meetings  an- 


EDUCATIONAL    HISTORY   OF    OHIO  63 

nounced  and  fees  —  and  give  a  certificate  to  each  applicant  found  fit,  naming 
the  branches  he  was  found  qualified  to  teach ;  this,  however,  after  they  have 
carefully  intiuired  into  his  character  and  found  it  moral  —  and  good.  Whether 
this  were  more  than  a  form  we  have  no  word.  A  good  character,  a  good  name, 
though  "better  than  riches,"  is  commonly  taken  for  granted. 

These  examiners  were  called  in  the  statute  "school  examiners,"  and  to  verify 
the  title  they  were,  separately  or  otherwise,  together  with  such  other  persons  as 
the  mayor  should  appoint,  to  visit  the  schools  at  least  as  often  as  once  a  quarter, 
observe  the  discipline,  modes  of  instruction,  progress  of  the  pupils  and  such 
other  luatters  as  they  should  deem  of  interest ;  and  they  were  to  make  report  of 
all  their  findings  to  the  council  and  the  Board  of  Education.  Another  tie  be- 
tween the  city  authorities  and  the  schools  was  eflfected  by  the  provision  for  public 
examinations  of  the  schools  under  direction  of  the  mayor,  council,  board  of  edu- 
cation, and  the  examiners.  This  large  array  probably  numbered  few  experts, 
but  the  occasion  would  surely  tend  to  freshen  an  interest  in  the  public  schools, 
and  the  public  examination  is  a  custom  not  honored  in  the  breach.  Written 
examinations  followed,  and  grew  general  over  the  country ;  there  was  little  or 
nothing  to  hear,  the  ])en  proved  mightier  than  the  tongue,  though  it  too  in  this 
latter  day  is  in  danger ;  its  occupation  as  an  implement  to  disclose  one's  knowl- 
edge, seems,  not  gone  but  going. 

In  the  year  following  the  enactment  of  this  law,  it  was  amended.  This 
remark  might  be  kept  in  type,  for  that  it  will  be  needed  after  every  important 
measure  is  shown  along  the  entire  history  of  school  legislation.  Sometimes  the 
amendment  wrought  a  betterment  in  the  statute,  sometimes  its  aim  was  to  do 
away  with  something  vital.  In  the  case  under  consideration  the  changes  may 
be  regarded  as  improvements. 

It  goes  without  assertion  that  the  first  thing  a  given  piece  of  law-making, 
particularly  the  making  of  school  law,  will  need  is  amendment.  In  other  words 
acts  are  passed  without  due  consideration  of  the  matter  in  all  its  relations. 

The  result  is  what  so  many  school  officers  complain  of,  the  most  of  the 
time  they  are  in  reasonable  doubt  as  to  what  the  law  is,  though  by  reasonable 
search,  for  which  it  is  true  there  is  little  financial  reward,  they  could  get  upon 
the  trail  and  follow  it. 

In  a  stormy  period  of  European  history  some  one  asked  a  noted  satirist, 
Walpole,  perhaps,  what  was  the  latest  revolution.  He  replied  that  he  surely  could 
not  speak  with  confidence,  not  having  seen  a  morning  paper. 

The  amount  of  school  tax  levied  on  the  district  was  limited  to  four  mills; 
the  section  concerning  the  powers  of  the  board  was  much  simplified  in  state- 
ment, and  persons  living  outside  of  the  district,  though  they  might  own  prop- 
erty subject  to  school  tax  in  the  city,  could  not,  by  that  sign,  send  their  children 
into  the  city  schools.  The  conditions  were  to  be  fixed  by  the  board  of  education. 
The  levy  for  school  tax  was  reported  to  the  county  auditor  and  by  him  assessed 
on  the  taxable  property  of  the  district.  They  were  then  collected  by  the  county 
treasurer.  This  very  essential  service  was,  in  the  original  law  assigned  to  the 
citv  authorties. 


64  EDUCATIONAL   HISTORY   OF   OHIO 


A  few  days  after  action  upon  the  amendments  just  named  an  act  was  passed 
to  extend  the  law  to  any  incorporated  town  or  city,  exceptinsj  Jjy  name  Cincin- 
nati, which  city  had  for  years  enjoyed  the  benefits  of  a  liljeral  special  law,  and 
this  extension  was  contingent  upon  the  petition  of  two-thirds  of  the  qualified 
voters. 

The  law  of  1849  was  a  statute  rcgulatinq-  the  extension  of  the  Akron  law- 
over  districts  not  already  organized  under  some  special  law.  It  made  also  some 
changes.  The  town  or  village  must  contain  two  hundred  inhabitants,  or  more. 
Six  resident  freeholders  may  call  for  an  election  at  which  the  electors  must  write 
upon  their  ballots  "school  law,"  or  "no  school  law."  If  the  "ayes  have  it,"  there 
follows  an  election  within  twenty  days,  of  six  directors,  who,  properly  organized, 
are  a  body  corporate,  with  what  that  implies. 

When  this  body  corporate  thinks  it  necessary  to  build  a  school  house,  or 
school  houses,  or  purchase  site,  or  sites,  a  meeting  of  the  qualified  voters  must 
be  called,  and  a  majority  vote  determines  the  question  of  the  building  and  the 
cost  and  the  manner  of  payment :  the  moneys  so  voted  must  be  certified  to  the 
county  auditor  and  when  collected  be  paid  into  the  treasury  of  the  district. 

The  question  of  subjects  taught  in  the  primary  and  higher  grades  is  left  to 
the  board,  except  that  a  two-third  vote  of  the  board  is  needed  to  place  in  the 
curriculum  a  language  other  than  English  or  German.  There  being  six  mem- 
bers, and  four  "a  quorum  for  business,"  three  votes  could  place  German  in  the 
list  of  studies,  while  French  or  Latin  would  demand  four. 

The  board  was  authorized  to  sub-divide  the  district ;  to  select  sites,  to  super- 
intend the  building  of  school  houses  and  to  pay  therefor,  and  to  liorrow  money. 
The  schools  must  be  kept  open  at  least  thirty-six  weeks  of  each  year :  the  rate 
of  school  levy  for  all  expenses  except  the  purchase  of  sites  and  the  erection  of 
school  houses  must  not  exceed  four  per  cent.,  and  if  the  amount  therefrom 
together  with  other  school  moiiey  of  the  district  is  not  sufficient  to  maintain 
the  schools  the  time  required,  then,  at  its  discretion,  the  board  may  charge  tuition. 
It  was  provided,  however,  that  the  children  of  parents  who  were  not  able  to 
pay  should  not  be  excluded.  A  very  delicate  line  to  draw,  and  probable  harm  in 
the  attempt. 

The  board  of  examiners  was  appointed  not  by  the  council  but  by  the  board 
of  education,  and  they  were  attended  when  on  tours  of  visitation  —  once  a  quar- 
ter, by  the  text  —  not  by  persons  appointed  by  the  mayor,  but  "by  such  person 
as  they  may  appoint  or  invite,"  together  with  the  board  of  education,  to  which 
body  only  they  made  their  report.  The  section  requiring  public  examinations 
was  omitted.    Plainly  the  board  of  education  was  getting  upon  its  feet. 

The  board  or  its  treasurer  was  given  "power  to  collect  any  charge  or  account 
for  tuition  in  the  manner  as  the  treasurer  of  any  common  school  district  in  the 
State  is  now  or  may  hereafter  be  authorized  to  collect  any  such  charge  or  ac- 
count." 

Hv  a  law  passed  in  March,  1849.  ^  ^^w  days  after  the  statute  just  outlined, 
the  salient  features  of  the  latter  may  be  adopted  by  the  board  of  education  of  any 
district  already  under  the  Akron  law. 


EDUCATIONAL    HISTORY    OF    OHIO  65 

The  work  of  extending  and  amending  the  law  of  1849  began  with  the  usual 
promptness,  or,  at  latest,  early  the  next  year.  The  door  was  opened  for  incor- 
Ijorated  townships  of  not  less  than  five  hundred  inhabitants  - —  or  with  less  than 
five  hundred  if  the  district  contain  an  incorporated  town  or  village ;  and  the  title 
to  all  real  estate  and  other  property  belonging  for  school  purposes  to  any  district 
organized  under  these  acts,  was  vested  in  the  board  of  education,  and  the  lower 
limit  of  school  age  was  fixed  at  six  years. 

(Commissioner  Barney  in  his  report  for  1851  speaks  of  some  speedy  results 
of  these  school  laws  of  1847  ^^'-^  1849.  Of  the  latter  he  says:  The  organization 
of  so  many  union  schools  under  it  constitutes  a  bright  era  in  the  educational 
history  of  the  State.  These  schools  have  greatly  elevated  the  profession  of  teach- 
ing, by  furnishing  so  many  permanent  and  lucrative  situations  for  teachers,  and 
by  requiring  of  them  a  much  higher  order  of  qualification.  About  seventy  of  the 
towns  and  cities  have  established  free  graded  schools,  *  *  *  y^j  jt  should 
be  remembered  that  there  are  at  least  one  hundred  and  fifty  remaining  towns  in 
the  State,  and  in  these  towns  there  is  a  good  missionary  work  to  be  done. 

'["he  reader  sees  convincing  illustration  of  the  promptness  with  which  towns 
and  villages  took  advantage  of  the  means  proflfered  them  in  this  legislation  when 
turning  the  leaves  of  the  reports  of  the  Secretary  of  State,  for  the  years  imme- 
diately following;  he  sees  incidental  mention  in  the  local  returns  from  the  coun- 
ties, of  towns  which  had  adopted  the  law  of  '49,  with,  almost  without  exception, 
a  word  concerning  the  improvement  to  be  seen.  In  one  report  the  eye  greets  the 
names :  Rucyrus,  Coshocton,  Xorwalk,  Fitchville,  New  Haven,  Plymouth,  Belle- 
vue,  Elyria,  Youngstown,  Dover,  Warren,  Xew  Philadelphia,  Marietta,  Harmar 
Newark,  Hebron,  Utica,  Alexandria,  Circleville,  West  Liberty,  Defiance,  Kenton. 
The  "exception"  above  alluded  was  sharp  and  decisive:  "The  Union  School  sys- 
tem has  been  in  operation  in  the  county  seat  of  this  county  for  more  than  a  year. 
*  *  *  If  any  good  has  been  accomplished  by  its  adoption,  the  board  of  educa- 
tion appears  determined  to  keep  it  a  secret." 

The  Secretary  of  State  in  the  same  year  as  the  above  wrote:  "Now,  if  one 
or  more  schools  of  a  higher  grade,  corresponding  to  the  central  or  high  school  of 
the  Union  system,  could  be  established  at  suitable  points  in  the  township,  adapted 
to  scholars  of  greater  age  and  better  attainments,  it  would  unquestionably  be  an 
advantage  —  an  inestimable  advantage  —  to  all  the  schools,  and  to  all  the  youth 
in  such  township."  The  township  high  school  stood  clear  above  the  horizon  of 
some  men's  minds  many  long  years  before  its  modest  outlines  could  be  discerned 
near  the  center  of  the  township. 

It  is  not  to  be  credited  that  in  every  place ;  probably,  at  first,  in  any  place, 
where  the  system  outlined  in  these  laws  was  adopted,  there  sprang  into  existence 
full-fledged  graded  schools.  Not,  it  has  been  claimed  by  experts,  till  1854,  under 
the  skillful  hand  of  A.  J.  Rickoff,  Superintendent  of  the  Cincinnati  schools,  did 
it  attain  complete  development.  It  is  not  true  that  after  this  complete  evolution 
with  distinct  lines  between  the  grades  had  been  wrought  out  in  some  most  favored 
localities,  all  other  Union  schools  fell  rapidly  into  line ;  but  of  this  there  is  no 
doubt, —  it  was  the  bodying  forth  into  reality  of  a  great  idea,  its  outcome  has  been 
beneficent  in  a  noble  measure. 


66  EDUCATIONAL  HISTORY  OF  OHIO 


yVliiiost  forty  years  after  the  inception  of  the  movement,  it  was  gratifying 
and  encouraging  to  learn  from  the  pen  of  the  financial  head  of  the  county  of  its 
birth :  "The  cradle  of  the  public  school  system  of  CJhio  has  taken  no  step  back- 
ward." 

The  traveler  along  the  common  school  road,  for  a  long  distance  only  a 
trail  and  a  faint  one,  then  growing  to  a  good,  broad  highway  before  the  close 
of  the  century,  at  the  era  which  is  now  under  consideration  felt  confident  that 
the  view  was  widening,  that  the  fairer  prospect  was  not  an  atmospheric  delu- 
sion. 

But  human  nature  is  not  outgrown  and  without  any  evidence  whatever  and 
with  none  but  a  priori  reasoning  it  is  readily  accepted  that  at  no  time  from  the 
lowly  reign  of  the  first  district  log  cabined  school  to  the  present  structures  in 
whose  shade  half  the  town  might  congregate  were  all  the  people,  even  all  the 
friends  of  the  common  school  of  one  mind,  and  never  did  the  system  lack  the 
possibilities  of  advantage  from  both  favorable  and  unfavorable  criticism.  Some- 
times the  gloomiest  pictures  are  painted  by  its  warmest  friends  when  attempt- 
ing to  spur  the  unresponsive  public  to  its  betterment.  The  code  of  1853  calls 
for  further  treatment,  and  the  writer  conceives  that  he  does  not  err  widely  in 
hearing  and  reporting  testimony  given  by  school  officers  and  perhaps  other  per- 
sons, relative  to  the  condition  of  the  rural  schools  and  that  of  the  school  laws 
just  before  and  soon  after  the  date  just  named.  This  testimony  is  spread  upon 
the  minutes  of  the  next  chapter. 


CHAPTER  VII 


1853:     BEFORE   AND   AFTER 


1853:     BEFORE   AND   AFTER 


CHE  placing  of  the  School  Law  of  1853  upon  the  Statute  books  of  Ohio 
was  the  result  of  long,  wise,  and  earnest  deliberation.  It  merits  study 
on  account  of  the  character  of  the  leaders  of  the  debate  in  committee  and 
on  the  lioor,  the  radicalism  of  the  measures  proposed,  adopted  or  rejected,  the 
vigor  of  attack  and  defense,  the  advance  and  retreats,  the  extent  to  which  the 
public  was  made  an  ex-ofificio  member  so  that  the  General  Assembly  was  con- 
terminous with  the  state,  and  its  close  logical  and  historical  connection  with  the 
discussion  of  the  same  general  questions  in  the  Convention  which  had  but  recently 
submitted  to  the  people  of  Ohio  the  Constitution  of  185 1. 

Whether  the  school  legislation  of  the  last  half  century  be  wise  or  not,  its 
motions  have  at  least  been  a  long  time  on  the  table  for  consideration.  Before  the 
Standing  Committee  on  Education  in  that  Convention  these  were  some  things 
propiosed  to  be  made  part  of  the  fundamental  law.  The  writing  of  some  of 
them  therein  would  have  saved  reams  of  paper,  have  spared  the  Legislature 
many  hours  of  eloquence  by  day,  and  the  speakers  "nights  devoid  of  ease"  in 
preparation:  i.  A  provision  concerning  the  Surplus  Revenue  which,  by  the 
terms  of  its  acceptance,  it  was  at  least  possible,  might  be  called  in  without  warn- 
ing. 2.  Making  it  the  constitutional  duty  of  the  Legislature  to  provide  for 
the  election  of  a  Superintendent  of  Common  Schools,  which  would,  perhaps,  have 
added  something  of  salary  and  dignity  to  this  executive  office  by  not  leaving  it 
entirely  to  the  whim  of  the  Legislature.  3.  Securing  the  Common  School 
funds  of  the  State  from  any  control  on  the  part  of  any  religious  sect  or  party. 
4.  Providing  for  the  election  or  appointment  of  such  assistant  superintendents 
or  other  officers  as  may  be  necessary  to  carry  into  effect  a  thorough  and  uniform 
system  of  common  school  education.  5.  Making  six  months  the  minimum  legal 
school  year.  6.  Prohibiting  the  attendance  of  black  and  mulatto  youth  at 
schools  for  the  white  youth,  unless  by  common  consent.  7.  Creating  a  state 
school  fund  which  would  produce  a  revenue  of  a  million  dollars.  8.  Directing 
the  organization  of  Normal  Schools. 

The  quintessence  of  all  this  —  positive  and  negative  —  is  the  Article  on  Edu- 
cation in  the  Constitution  of  Ohio,  which  may,  not  inaptly,  be  read  in  this  con- 
nection : 

Section  i.  The  principal  of  all  funds  arising  from  the  sale  or  other  disposi- 
tion of  lands  or  other  property  granted  or  entrusted  to  this  state  for  educational 
or  religious  purposes,  shall  forever  be  preserved  inviolate  and  undiminished;  and 
the  income  arising  therefrom  shall  be  faithfully  applied  to  the  specific  objects  of 
the  original  grants  or  appropriations. 

Section  2.  The  General  Assembly  shall  make  such  provisions,  by  taxation 
or  otherwise,  as,  with  the  income  arising  from  the  school  trust  fund,  will  secure 
a  thorough  and  efficient  system  of  common  schools  throughout  the  state,  but  no 


yo  EDUCATIONAL  HISTORY  OF  OHIO 


religious  or  other  sect  or  sects  shall  ever  have  the  exclusive  right  to,  or  control 
of,  any  part  of  the  school  funds  of  this  state. 

To  give  continuity  to  this  matter  some  things  proposed  but  not  done  by  the 
Legislature  when  carrying  out  the  above  Article  may  be  mentioned,  i.  Impos- 
ing a  fine  upon  a  parent  or  guardian  who  does  not  send  to  school  at  least  three 
months  in  the  year  his  children  or  wards  between  the  ages  of  eight  and  fourteen. 
2.  To  strike  out  the  provision  creating  the  office  of  State  Commissioner  of  Com- 
mon Schools.  3.  To  strike  out  the  provision  for  high  schools.  4.  That  for 
school  district  libraries.  5.  To  recommit  the  bill,  with  instructions  so  to  amend 
the  same  as  to  provide  for  the  classification  of  the  enumerated  youth  of  the  state, 
in  such  manner  that  all  may  be  enabled  to  participate  in  the  advantages  of  the 
schools  without  any  interference  with  religions  belief. 

The  laws  of  1847  and  1849  'i''*^'  opened  the  door  of  improvement  to  the 
schools  of  cities  and  towns.  That  of  1853  had  for  its  great  office  to  do  the 
same  service  for  the  schools  of  the  county :  and  in  this  it  had  a  happy  degree  of 
success  though  no  classically  trained  eulogist  of  the  act  wrote  as  its  l^enediction : 
"Ne  plus  ultra." 

The  wretched  condition  of  the.  great  number  of  little  districts  over  the  state ; 
independent  so  far  as  control  of  a  competent  superior  was  concerned ;  enslaved, 
so  far  as  light  and  leading  were  concerned ;  authorized  to  do  many  good  things, 
but  with  scanty  material  to  do  them  with,  and  scantier  knowledge  of  their  need, 
called  loudest  for  reform ;  and  the  answer  was,  each  township  a  district,  the 
dozen  or  more  "districts"  in  each  reduced  to  sub-districts,  the  new  district  under 
the  control  of  a  board  of  education,  the  sub-districts  each  managed  by  three  local 
directors. 

The  history  of  the  decline  of  this  type  of  township  district  is  given  room 
elsewhere  in  the  book  and  only  mention  of  it  is  made  here. 

Section  32,  with  a  few  succeeding  sections,  is  a  revision  of  the  sections  33. 
and  following,  of  the  law  of  1838,  the  changes  being,  (i)  the  limiting  of  the 
application  to  cities,  and  incorporated  villages  which,  with  the  territory  annexed 
for  school  purposes,  contain  not  less  than  300  inhabitants,  and,  ( 2 )  the  taking 
the  supervision  from  the  corporate  authorities  and  giving  it  with  the  immediate 
control  of  the  school  to  the  board  of  education.  Such  district  is  called  a  separate 
district.  It  is  separated  from  the  township  in  which  it  is  situate.  (3)  The 
election  of  one  director  from  each  sub-district  of  the  separate  district  is  not 
continued  in  the  later  law.  and  the  distribution  of  tuition  funds  is  not  directed 
to  be  "equal"  but  "equitable,"  and  to  levy  a  tax  to  continue  the  school  at 
least  six  months,  a  vote  of  the  people  is  not  required,  but  such  levy  must  not 
exceed  two  mills  on  the  dollar.  In  the  earlier  laws,  at  school  elections,  house- 
holders were  voters.  The  act  of  1839  added  "resident  tax-payers."  In  1853  it 
is  "qualified  voters,"  that  is,  persons  having  the  qualifications  of  a  voter  at  the 
state  and  county  elections.  In  the  matter  of  evening  schools  the  positive,  "it  is 
the  duty  of,"  of  the  act  of  1839,  is  changed  to  "at  their  discretion."  Xo  doubt 
little  attention  had  been  paid  to  the  imperative,  and  it  was  one  of  the  things 
wiselv  left  to  the  judgment  of  some  one  who  had  at  least  a  chance  to  know  the 
local  conditions,  which  would  vary  with  the  "dance  of  plastic  circumstance." 


EDUCATIONAL   HISTORY   OF   OHIO  71 

The  Auditor  of  State  in  his  financial  dealings  with  the  counties,  in  so  far  as 
these  depended  on  returns  and  enumeration,  must  be  guided  by  the  reports  to 
him  of  the  State  Commissioner  of  Common  Schools,  which  reports  are  sent  to 
this  officer  by  the  county  auditors,  to  whom  tlie  clerks  of  .the  district  have 
reported. 

The  extent  of  school  house  grounds  exempt  from  taxation  by  the  act  of  1842 
was  two  acres  if  without  the  bounds  of  any  city  or  recorded  town  plot,  and  one 
acre  if  within.     This  was  enlarged  to  four  acres. 

The  appointment  of  county  examiners  was  taken  from  the  Court  of  Com- 
mon Pleas  and  placed  with  the  probate  judge,  and  certain  changes  are  made 
which  are  noted  in  the  chapter  on  County  Examiners. 

The  office  of  Commissioner  of  Common  Schools  is  created,  to  which  chapter 
XIV,  second  part,  is  devoted. 

Aid  from  the  state  in  supplying  to  each  school  that  im])ortant  part  of  educa- 
tional furnishing,  a  library,  began  its  intermittent  career  with  this  statute.  Though 
the  action  of  the  library  sections  was  suspended  after  a  few  years,  the  attempt 
if  not  the  deed  interests  us;  and  the  manner  of  it  deserves  attention  as  educa- 
tional history.     This  relation  is  postponed  to  the  Chapter  on  Libraries. 

We  have  with  the  mind's  eye  seen  the  levying  of  taxes,  of  the  district,  for 
the  district,  by  the  district ;  the  sentence  may  be  read  again  and  "county"  dis- 
place "district" ;  we  have  heard  of  the  common  school  fund,  which  after  the 
addition  of  other  funds  was  increased  by  the  state  tax  till  it  would  furnish  a 
revenue  of  $100,000,  $200,000,  finally  $300,000;  in  place  of  these  county  and 
state  taxes  added  together  and  distributed  to  the  counties,  this  code  of  1853 
enacted  that,  "for  the  purpose  of  affording  the  advantages  of  a  free  education  to 
all  the  youth  of  this  state,  the  State  Common  School  Fund  shall  hereafter  con- 
sist of  such  sum  as  will  be  produced  by  the  annual  levy  and  assessment  of  two 
mills  upon  the  dollar  valuation,  and  the  amount,  when  collected,  shall  be  annually 
distributed  to  the  several  counties  of  the  state  in  proportion  to  the  enumeration 
of  scholars." 

When  the  student  of  these  affairs  has  gone  the  somewhat  weary  way  that 
leads  down  to  the  time  we  have  now  in  mind,  he  is  open  more  widely  to  an 
appreciation  of  the  unction  with  which  the  advocates  of  public  instruction  pro- 
nounced the  term  "free  .schools."  Things  so  commonly  appear  to  have  been  what 
they  are ;  and  that  thcv  have  been,  goes  as  an  excuse  for  being.  This  bit  of 
human  nature  accounts  for  many  things,  great  and  small.  The  boy  spoke  well 
who  answered  the  stranger's  question:  The  window  in  the  belfrey  was  raised 
because  it  always  was  raised.  Rut  the  schools  are  not  free  for  the  above  reason ; 
not  when  the  door  opened  only  to  those  fortunate  children  whose  fathers'  names 
were  on  the  subscription  list,  though  this  was  a  fair  and  commendable  transac- 
tion ;  not  to  the  child  who  was  admitted,  wearing  the  badge  of  a  parent's  indi- 
gence, and  e.x])osed  to  unkind  words  from  those  who  sat  in  the  seat  of  the  scorn- 
ful. 

That  the  manner  of  distributing  the  state's  bounty  should  be  followed  by  a 
rising  tide  of  dissatisfaction  was  as  inevitable  as  the  sea's  slow  yielding  to  the 
call  of  the  moon.     The  lesson  of  the  true,  beneficent  relation  of  the  state  to  the 


72  EDUCATIONAL   HISTORY   OF   OHIO 

school  was  not  an  intuition ;  it  had  to  be  learned.  Education,  free  to  all,  not 
confined  with  other  luxuries  —  for  while  the  most  urgent  of  political  needs  it  is 
the  finest  charm  of  private  culture  —  to  the  cities,  where  the  means  thereto  are 
likely  to  abound,  but  following  the  pioneer  in  his  march  across  the  continent, 
blessing  his  family  when  he  founded  his  humble  home,  is  the  surest  safeguard, 
the  cheapest  defense  of  the  state. 

But  this  safeguard  and  defen.se  does  not  spring  of  its  own  motion  from  the 
soil,  nor  even  drop  down  from  the  benevolent  sky.  It  must  be  bought  and  paid 
for  with  money.  To  perpetuate  itself  the  State  must  do  something  more  than 
preach  patriotism,  even  with  the  eloquence  of  Ohio's  early  governors ;  it  must 
speak  to  itself  the  words  it  so  often  uses  in  commanding  its  agents,  those  who 
vainly  think  of  themselves  as  rulers  of  .state  or  township:  "It  shall  be  the  duty." 
But  the  state,  the  abstraction,  ''the  shape  in  each  man's  mind  sacred  from  defini- 
tion," has  no  money.  It  must  have  it  to  direct  the  supreme  work  of  defense, 
manned  by  the  school  master  with  his  spelling  book,  and  set  a  potential  example 
for  the  smaller  divisions,  the  miniature  states,  the  districts,  to  follow.  It  must 
have  it  to  make  wealth  possible  by  making  it  secure.  It  would  be  an  impotent 
conclusion  for  the  state  to  make  sure  the  education  of  the  wealthy  family  or  the 
wealthy  county.  In  a  sentence,  not  primarily  for  the  good  of  the  child,  but  for 
its  own  good,  does  the  state  tithe  the  tithe  of  the  "grand  list,"  and  distribute  the 
fruit  thereof  "in  proportion  to  the  enumeration  of  scholars." 

CONDITION    OF  THE   SCHOOLS   PRIOR   TO   THE    ACT   OF    1853   AS   IT 

APPEARED    TO    COUNTY    AUDITORS    AND    DESCRIBED    IN    THE 

REPORTS   TO   THE   STATE   COMMISSIONER    OF   SCHOOLS 

These  opinions  vary  in  tone  with  the  ])ersonal  equation  of  the  writer,  the 
degree  of  his  scholarship  and  culture,  his  special  besetment  at  the  time,  and  the 
actual  state  of  things. 

I. 

In  speaking  of  the  prospects  of  education  in  this  county,  there  is  one,  and 
I  am  sorry  to  say,  only  one  bright  spot,  and  that  is  the  Union  School  in  this 
village,  which  is  doing  remarkably  well.  There  is  a  good  interest  here  on  the 
subject  of  education,  created  mainly  by  the  influence  of  this  school.  The  right 
men  are  engaged  in  it  and  the  right  means  are  used.  The  other  part  of  the 
county  is  too  dark  a  subject  to  hold  up  to  public  view  —  'tis  impossible  to  get 
men  to  work  under  the  old  school  law  and  its  ten  thousand  amendments,  which 
has  made  confusion  worse  confounded,  and  which,  if  they  have  thrown  any 
light  upon  the  great  original,  has  been  only  so  far  as  to  make  darkness  visible. 
Anv  amendment,  so-called,  to  the  school  law,  short  of  a  total  and  entire  repeal 
of  the  old  one,  will  do  no  good :   the  people  will  not  touch  it. 

2. 

There  are  two  schools  in  this  county  in  which  .students  can  be  fully  pre- 
pared for  admission  into  college.     The  course  of  study  is  liberal  and  thorough. 


EDUCATIONAL  HISTORY   OF  OHIO  73 

even  some  of  our  District  Schools  would  compare  favorably  with  schools  of  a 
higher  grade,  while  others  are  rather  poor  specimens  of  even  a  by-gone  day. 

3- 

The  cause  of  education  seems  to  be  advancing  in  this  county.  One  feature, 
which  is  certainly  commendable  on  the  part  of  many  of  our  directors,  is  a  dis- 
position to  give  a  fair  compensation  for  a  competent  teacher.  It  has  heretofore 
been  too  customary,  in  many  districts  of  this  county,  to  employ  their  teachers 
with  no  other  view  than  the  greatest  term  of  service,  for  the  least  amount  of 
money. 

4- 

Two  of  the  townshi])  treasurers,  having  either  lost  or  mislaid  the  teachers' 
registers  and  quarterly  reports,  have  left  a  void  in  the  enclosed  report,  which  I 
can  not  fill,  and  it  is  therefore,  incomplete.  Three  of  the  townships  were  erected 
at  the  last  session  of  the  commissioners,  and  there  has  not  been  a  school  taught 
in  them  since  their  erectioij.  The  people  are  generally  taking  a  lively  interest  in 
the  cause  of  education,  but.  in  many  of  the  townships,  their  best  efforts  can  not 
avail  them  anything,  at  present. 


I  conceive  that  a  county  sujx'rintendent  of  common  schools  is  most  necessary, 
and  most  loudly  demanded,  to  direct  and  oversee  the  common  school  system,  and 
make  our  common  schools  what  they  ought  to  be.  If  public  opinion  is  not  right 
in  the  matter,  it  should  be  his  duty  to  manufacture  correct  public  opinion,  and 
by  public  lectures,  visiting  schools,  examining  teachers,  conversing  with  direc- 
tors and  parents,  and  talking  to  the  youth,  to  elevate  the  low  condition  of  our 
common  schools  and  make  them  answer  the  great  design  of  their  founders  and 
supporters.  Rut  the  greatest  and  most  formidable  hindrance  to  the  most  success- 
ful operation  of  our  glorious  common  school  system  is  the  want  of  public  funds 
to  make  all  schools  entirelv  free. 

6. 

There  is  a  decrease  in  the  number  of  female  teachers;  but  this  loss  is  com- 
pensated by  an  increase  of  a  much  larger  number  of  males  employed.  There 
is  also  a  large  increase  of  building  fund  raised  by  taxation,  and  in  the  receipts 
of  interest  on  section  16  and  district  tuition  levies.  These  facts,  indicating  so 
plainly  more  comfortable  houses,  more  regular  attendance  of  pupils,  and  a  greater 
length  of  time  taught  in  each  district,  together  with  others  not  shown  in  the 
table,  viz. :  more  care  as  to  qualification  of  teachers,  show  progress,  and  gild  the 
future  with  pleasins^  anticipations. 

7- 

The  location  of  the  "Union  School"  of  this  place,  when  completed,  improved 
and  ornamented,  by  the  taste  and  liberality  of  our  citizens,  as  contemplated,  will 
have  an  appearance  of  substantial  grandeur.     *     *     *     *     Parents  and  scholars 


74  EDUCATIONAL   HISTORY   OF   OHIO 

seem  to  emulate  each  other  in  the  advancement  of  this  cause.  This  ilhistrates 
the  important  fact,  that  among-  whatever  people  a  good  system  of  instruction  is 
efficiently  carried  out.  a  deep  and  general  interest  will  be  excited.  *  *  *  * 
The  opinion  that  moral  instruction  is  not  proper  for  schools,  is  fast  giving  away, 
and  sliould  he  repelled  with  indignation  and  contempt ;  which  we  believe  will  be 
participated  in  by  every  high-minded  teacher  m  Christendom.  *  *  *  *  jjn, 
old  draw-back,  hanging  like  an  incubus  upon  the  back  of  the  teachers  —  that 
of  a  want  of  punctuality  and  regularity  of  attendance  on  the  part  of  the  scholars 
—  is.  in  a  measure,  corrected. 


CONDITION    OF    THE    SCHOOL    LAWS   PRIOR   TO    THE    ACT    OF    1853   AS 
PAINTED  BY  THE  SECRETARY  OF  STATE  AND  COUNTY  AUDITORS 


The  first  and  most  prominent  hindrance  to  the  success  of  common  schools  in 
Ohio,  is  the  complicated  condition  of  our  school  laws.  This  is  evidently  the 
crying  evil.  It  has  formed  the  burden  of  nine-tenths  of  the  complaints  which 
have  been  made  to  this  department,  from  every  quarter  of  the  state,  during  the 
last  five  years. 

The  school  law  of  the  state  now  consists  of  the  law  of  1838  and  of  such 
amendments  and  collateral  acts  as  have  been  passed  at  successive  sessions  of  the 
Legislature,  from  that  day  to  this.  Hence,  to  know  what  the  law  is  upon  a 
given  point,  it  is  often  necessary  to  trace  its  history  down  through  these  various 
enactments,  until  the  last  page  of  the  last  volume  has  been  reached. 


Our  present  school  laws  are  contained  in  so  many  different  acts  and  volumes, 
and  they  are  so  amendatory,  repealing  and  modifying  —  not  to  say  conflicting  — 
acts  and  clauses,  that  they  are  almost  perfectly  unintelligible  to  men  of  ordinarv 
capacity  and  research.  It  is  frequently  almost  impossible  to  find  what  the  law 
now  is,  on  any  given  point.  In  reading  any  school  law,  other  than  that  of  last 
winter,  the  reader  knows  that  he  is  reading  what  once  was  law ;  but  he  is  still 
left  in  doubt  whether  or  not  it  is  tio-a'  law. 

3- 

Although  the  Legislature  condensed  the  school  laws  in  said  act,  yet.  at  the 
same  time,  several  things  are  left  soiuewhat  ambiguous  as  to  their  meaning. 

4- 

Whilst  the  law  clearly  points  out.  and  sham-like  enjoins  the  various  duties 
of  the  officers,  it  on  the  one  hand  fails  to  establish  any  practicable  mode  for  the 
remuneration  of  many  of  their  services,  and  on  the  other,  fixes  no  penalty  for 
disobeying  its  commands.  Such  laws,  though  thev  were  written  in  letters  of 
gold,  and  gratuitously  spread  upon  every  man's  table,  would  fail  to  secure  the 


EDUCATIONAL  HISTORY  OF  OHIO  75 

objects   for  which  they   were  enacted,  and   remain,   as  they   ever   have  been,  a 
slander  upon  our  statutes. 

S- 

Since  the  previous  school  acts  were  combined  in  the  j^eneral  law  of  1838, 
there  has  been  a  succession  of  original  and  amendatory  acts  —  most  of  them 
repealing  or  modifying  their  predecessors  —  extending  through  thirteen  sessions 
of  the  General  Assembly,  scarcely  a  session  having  passed  without  some  new 
enactment  on  the  subject.  To  collect  and  comprehend  all  these  acts  perfectly, 
would  require  a  capacity  of  intellect  and  a  profundity  of  research,  which  would 
entitle  their  possessor  to  the  first  honors  of  a  German  University. 

6. 

This  is  the  very  time  to  revise  our  school  laws,  and  to  establish  a  system  of 
schools  that  shall  remain  an  enduring  monument  to  the  wisdom  and  munificence 
of  our  Legislators,  and  the  pride  and  glory  of  Ohio.  At  any  rate,  the  present 
complicated  and  too-much  amended  school  laws  should  be  absolutely  and  entirely 
repealed,  and  in  their  stead,  a  simple,  concise  and  comprehensive  law  enacted. 
We  want  an  entire  new  law,  embodying,  of  course,  much  of  the  present  law, 
but  one  to  which  we  can  refer  with  confidence,  as  the  school  law  of  Ohio. 

7- 

Owing  to  the  very  imjierfect  condition  of  our  school  laws,  there  is  not  one 
school  officer  in  ten,  well  enough  acquainted  with  the  duties  of  their  office  to  per- 
form them  correctly  and  ])n)niptly  ;  and  the  great  amount  of  information  required 
of  the  various  officers.  I  am  of  the  opinion,  can  never  be  correctly  collected,  until 
the  various  duties  are  required  to  be  performed  by  a  less  number  of  officers, 
and  they  allowed  a  reasonable  compensation  therefor.  It  is  to  be  hoped  the 
present  Legislature  will  repeal  all  former  school  laws,  and  supply  their  place 
with  a  more  effective  and  less  com])licated  one. 

8. 

A  law  in  relation  to  common  schools,  whose  provisions  are  plain  and  easy 
to  be  understood,  is  much  desired  by  the  people  of  this  part  of  the  state ;  and,  I 
think,  the  Legislature  would  meet  the  wishes  of  the  people,  if  they  would  repeal 
the  whole  of  the  present  law,  and  enact  another  of  less  doubtful  interpretation. 

9- 

These  laws  are  dispersed  through  many  volumes  —  partial  repeal  of  some 
parts  and  numerous  amendments  of  others,  which  in  some  cases  appear  to  be 
conflicting,  render  them  difficult  of  com])rehension  to  any  other  than  an  astute 
lawyer. 

10. 

There  is  now  an  old  school  law  book,  in  the  possession  of  nearly  all  the 
districts,  and  school  officers  will  be  governed  by  those  laws,  however  inconsistent 


76  EDUCATIONAL  HISTORY  OF  OHIO 

they  mav  be  with  subsequent  enactments,  until  they  are  displaced  by  some  other 
volume,  containine;  a  better  and  more  complete  system. 

OPINIONS  OF  THE  SCHOOL  LAWS  AFTER  THE  ACT  OF  1853 

I. 

The  introduction  of  the  school  law  into  our  county  has  been  attended  with 
some  little  difficulty,  partly  because  the  directors  in  the  sub-districts  had  not  the 
law,  until  very  recently  in  proper  form,  and  partly,  because  in  some  districts  it 
became  necessary  to  levy  a  heavy  tax,  in  consequence  of  which,  in  but  few  in- 
stances, could  we  look  for  perfect  unanimity,  but  the  matter  has  been  engaged 
in  bv  the  people  of  this  county,  with  a  zeal  that  augurs  the  most  favorable  results. 


I  submit  to  you  the  best  I  can  do  in  the  accompanying  report  for  this  year. 
.\nd  it  is  to  be  hoped,  if  the  present  school  law  is  to  remain  vmchanged  long 
enough  for  the  school  officers  to  become  familiar  with  it  that  we  shall  hereafter 
be  able  to  give  satisfactory  reports. 

3- 

I  cannot  conclude  this  report  without  expressing  my  approbation  of  the  spirit 
and  object  of  our  new  school  law.  By  its  enactment,  our  state  has  taken  a  step  in 
advance  of  her  sisters  of  the  West,  which  is  calculated  to  elevate  the  standard  of 
education  and  oin'iate  the  necessity,  so  far  as  the  educational  requirements  of 
practical  life  are  concerned  of  sending  our  sons  and  daughters  to  colleges  and 
seminaries,  where  their  conduct  and  development  of  character  are  beyond  the 
control  of  parents. 

4- 

Much  difficulty  was  experienced  from  the  fact  that  there  was  no  officer 
authorized  to  give  construction  to  the  law ;  and  many  of  its  provisions  are  not 
easily  understood,  and  the  change  from  the  old  laws  being  so  great,  that  the 
people  seemed  to  be  taken  by  surprise. 

5- 

The  law,  as  at  present  arranged,  is  very  unpopular ;  there  is  too  much  ma- 
chinery about  it,  too  many  irresponsible  officers.  The  Town  Clerk  gives  no  bonds, 
and  yet  the  law  talks  of  fines  for  omission.  There  is  a  large  amount  of  crude 
imdigested  nonsense  in  the  law. 

6. 

If  I  am  permitted  to  express  an  opinion,  I  would  say  that  the  ponderous 
"tozvnship  board  of  education"  be  abolished,  and  substitute  three  men  to  manage 
the  school  matters,  and  adopt  the  "pay  system,"  (Men  will  not  work  without 
pay,  at  least,  not  such  a  number  as  the  law  contemplates)  then  we  might  expect 
the  work  done.     They  will  not  work  for  mere  patriotism,  and  many  detest  the 


EDUCATIONAL  HISTORY  OF  OHIO  ^^ 


idea  of  being  lialjle  for  omission,  without  compensation.     In  some  of  the  town- 
ships the  boards  have  voted  themselves  pay. 

7- 

As  to  the  operation  of  the  law,  I  can  say  nothing,  only  I  hope  that  the  Legis- 
lature will  give  us  a  chance  to  test  it  fairly  before  it  is  amended.  I  am  inclined  to 
the  opinion  that  in  theory,  it  is  good,  and  will  be  found  so  in  practice;  except 
perhaps  in  a  very  few  of  the  minor  details.  Perhaps  the  powers  of  the  township 
boards  will  require  modifying  if  not  curtailing.  I  do  not  want  to  anticipate  but 
desire  to  see  it  fairlv  tried. 

8. 

I  look  upon  it  as  a  system  that  does  not  meet  the  wants  or  wishes  of  the 
people.  I  sincerely  hope  that  the  law  may  be  so  modified  as  to  meet  the  views 
of  a  majority  of  those  who  have  to  live  under  its  operation.  Until  the  law  pro- 
vides some  way  to  pay  school  officers,  you  need  never  look  for  them  to  do  much, 
if  anything.  There  are  very  few  of  our  people  here,  in  favor  of  those  graded 
schools,  for  my  own  part,  I  think  our  common  schools  should  be  placed  in  a 
situation  to  give  a  good  common  education  to  every  child  in  the  county,  without 
making  such  invidious  distinctions  and  divisions  among  the  people,  and  even 
among  the  children  of  the  same  family.  I  shall  close  my  communication  for  the 
present,  by  observing  that  I  received  your  communication  of  the  20th  inst.  with 
much  pleasure.  I  sincerely  hope,  that  the  incoming  Legislature  will  do  some- 
thing to  render  the  law  more  acceptable  to  the  people.  If  time  permits,  I  shall 
make  some  further  remarks  on  it  at  a  future  day,  and  recommend  some  changes 
that  I  think  would  be  for  the  better.  My  motto  is,  the  fewer  persons  to  do 
the  service,  the  better  will  it  be  done  and  cost  less  in  the  end ;  men  will  not 
work  these  times  without  pay,  and  I  say  employ  a  few  persons  to  do  the  business 
up  right  and  pay  them  for  it. 

9- 

If  the  law  had  provided  pay  for  the  board  of  education,  as  trustees  of  town- 
ships are  paid,  for  the  two  regular  sessions  contemplated  by  the  law,  thereby  giving 
them  an  interest  more  than  that,  in  common  with  other  citizens,  I  have  but  lit- 
tle doubt,  at  their  meetings  the  board  would  be  full  and  the  business  enjoined 
upon  them,  promptly  and  eflfectually  discharged. 

10. 

It  can  hardly  be  expected  that  duties  of  this  kind  will  be  faithfully  or 
promptly  discharged  without  compensation ;  therefore  this  may  be  assigned  as 
one  reason  why  the  statistical  report  of  the  board  of  education  is  not  more  full, 
the  clerk  of  the  township  being  also  their  clerk. 

II. 

I  find  in  this  county  the  present  lav/  falls  far  short  of  giving  as  full  satis- 
faction as  desirable,  upon  so  important  a  measure.     It  is  looked  upon  as  intri- 


78  EDUCATIONAL  HISTORY   OF  OHIO 

cate  and  ambiguous,  and  in  many  of  its  operations  unequal.  I  believe,  myself, 
that  the  law  is  susceptible  of  improvement.  Yet  I  am  pleased  to  state  that  I 
think  I  see  manifested  in  almost  every  school  district  in  the  county,  an  increas- 
ing interest  in  the  cause  of  education.  A  number  of  school  houses  of  a  superior 
grade,  have  within  the  last  year,  been  erected  in  the  county,  and  teachers  of  a 
much  higher  order  and  superior  qualifications  are  being  employed.  The  present 
mode  of  appointing  examiners  is  no  doubt  a  good  one.  In  many  ways  the  ben- 
eficial results  of  the  new  school  law  are  plainly  to  be  seen. 

12. 

The  library  is  another  source  of  complaint.  There  are  very  few  men  will- 
ing to  have  the  honor  of  librarian  thrust  upon  them  without  some  compensation 
for  the  work.  The  policy  of  raising  the  school  fund  by  uniform  taxation,  and 
apportioning  it  according  to  the  number  of  youth,  is  right,  and  ought  to  be  sus- 
tained. 

13- 

Although  the  law  is  objectionable,  because  it  provides  no  remuneration  for 
services  rendered,  yet  this  objection  is  trifling  compared  with  the  great  superi- 
ority of  this  over  any  other  school  law  we  have  ever  had  in  Ohio. 

14- 

The  manner  of  levying  taxes  by  these  boards  for  building  and  repairing 
school  houses  in  this  county  upon  sub-districts  exclusively,  with  but  one  excep- 
tion, is  a  very  great  annoyance  to  county  auditors. 

15- 

.As  was  expected,  the  present  school  law  has  increased  in  favor  in  proportion 
as  it  became  understood.  It  is  now  universally  regarded  here  as  the  best  sys- 
tem Ohio  has  ever  had. 

AS   TO    THE    CONDITION    OF   THE    SCHOOLS    AFTER   THE    ACT    OF    1853 

I. 

The  introduction  of  the  school  law  into  our  county  has  been  attended  with 
some  little  difficulty,  partly  because  the  directors  in  the  sub-districts  had  not  the 
law,  until  very  recently  in  proper  form,  and  partly,  because  in  some  districts,  it 
became  necessary  to  levy  a  heavy  tax,  in  consequence  of  which,  in  but  few  instan- 
ces, could  we  look  for  perfect  unanimity,  but  the  matter  has  been  engaged  in  by 
the  people  of  this  county,  with  a  zeal  that  augurs  the  best  results. 

2. 

The  schools  of  this  county  were  never  in  a  more  flourishing  condition  than 
at  present,  and  probably  at  no  period  a  greater  interest  manifested  for  the  im- 


EDUCATIONAL   HISTORY   OF   OHIO  79 


provement  of  our  common  schools,  but  still,  there  is  much  dissatisfactipn  ex- 
pressed ag^ainst  some  of  the  provisions  of  the  present  school  law,  and  strong  hopes 
are  entertained  that  some  improvements  will  be  made  this  winter. 

3- 

The  schools  are  prosperous  as  far  as  can  be  ascertained ;  but  until  some 
officer  in  each  district  is  by  law  compelled  under  a  penalty  to  make  report,  none 
will  be  made. 

4- 

There  is  no  want  of  interest  in  the  subject  of  common  schools  in  this  county, 
but  on  the  contrary,  it  gives  me  pleasure  to  state,  that  there  is  a  constantly  in- 
creasing interest  manifested  in  the  subject,  and  I  have  no  doubt,  that  hereafter, 
with  the  aid  of  the  State  Commissioner,  we  shall  maintain,  and  advance  upon  the 
position  we  have  heretofore  occupied.  There  are  no  central  or  high  schools  as 
yet  organized  in  this  county. 

.5-  • 

The  schools  of  the  county  have  never  been  in  a  better  condition  than  at 
present. 

6. 

There  appears  to  be  a  decided  improvement  in  our  schools ;  we  have  more 
competent  teachers  and  longer  school  sessions,  and  excellent  results  are  anticipated. 


Our  county  is  very  new,  the  masses  of  the  people  very  poor,  and  taxation 
for  other  purposes  exceedingly  onerous.  Hence  the  sensitiveness  of  our  people 
to  any  increase  even  for  school  purposes. 

8. 

I  notice  that  several  sub-districts  have  no  school  this  winter,  and  some  had 
none  last  winter,  inasmuch  as  the  only  teachers  they  are  able  to  employ  can  not 
get  certificates  on  account  of  the  high  grade  of  qualifications  required.  How- 
ever desirable  it  may  be  to  elevate  the  standard  of  qualification  of  teachers,  some 
discretionary  power  should  be  vested  in  the  board  of  examiners  to  meet  such 
cases  in  our  sparsely  populated  sub-districts,  and  not  permit  the  children  to  grow 
up  entirely  without  education. 

In  nine  counties  of  the  State  the  campaign  literature  over  the  act  of  1853 
took  the  form  of  petitions  to  the  General  Assembly  where  those  that  reached 
the  senate  were  to  the  Standing  Committee  on  Common  Schools  and  School 
Lands. 

Some  of  the  petitioners  desired  the  repeal  of  the  new  law.  others  would  have 
only  its  most  important  provisions  nullified,  or  materially  changed,  and  others 


8o  EDUCATIONAL  HISTORY  OF  OHIO 

prayed  that  no  changes  should  be  made  till  the  working  of  the  law  should  be 
tested. 

The  committee  made  a  report  stoutly  defending  the  point  of  attack.  Follow- 
ing are  the  opening  paragraphs  in  which  the  case  is  stated : 

More  than  one-half  of  the  petitioners  virtually  pray  for  the  repeal  of  the 
entire  law ;  and  nearly  all  desire  the  abolition  of  the  office  of  State  Commissioner 
of  Common  Schools,  and  the  repeal  of  the  provisions  of  the  law  creating  Town- 
ship Boards  of  Education,  and  authorizing  a  State  tax  of  one-tenth  of  one  mill 
on  the  dollar  valuation  for  the  purpose  of  furnishing  school  apparatus  and  libra- 
ries to  all  the  common  schools  in  the  State. 

A  large  number  of  the  petitioners  pray  for  a  reduction  of  the  State  levy,  and 
assessment  of  two  mills  on  the  dollar,  which  was  created  for  the  express  purpose 
of  affording  the  advantages  of  a  free  education  to  all  the  youth  of  the  State ; 
also,  for  the  restoration  of  the  old  independent  district  system ;  also,  for  the 
election  of  school  examiners  at  the  annual  township  meetings ;  also,  for  vesting  in 
the  local  directors  the  right  to  employ  teachers  without  certificates  of  qualifica- 
tion, and  to  keep  their  schools  in  session  such  length  of  time  as  may  be  agreed 
on  by  the  inhabitants  of  the  district. 

Inasmuch  as  the  great  bulk  of  the  petitions  and  memorials  have  come  from 
less  than  one-twentieth  of  the  counties  in  the  State,  the  others  having  solicited 
no  changes  directly  or  indirectly ;  and,  inasmuch  as  the  prayers  of  these  peti- 
tions are  exceedingly  diverse,  and  the  reasons  assigned  for  them  are  still  more 
diverse,  the  committee  cannot  derive  from  them  any  satisfactory  indication  of 
what  the  petitioners  themselves  most  desire ;  and,  much  less  the  general  wish  of 
the  great  body  of  the  people. 

It  may  be  fairly  inferred,  however,  from  the  fact  that  so  very  few  counties 
have  sent  up  petitions  requesting  changes  in  the  school  law :  and  that  a  large 
majority  of  the  county  auditors  in  their  annual  reports  to  the  Secretary  of  State, 
have  not  intimated  that  the  people  in  their  respective  counties  desire  the  law  to 
be  materially  changed,  until  sufficient  time  shall  have  elapsed  to  enable  the  Gen- 
eral Assembly  to  enter  upon  the  delicate  and  difficult  work  of  its  revisal,  with  the 
full  light  and  suggestions  of  experience  from  these  facts,  it  may  fairly  be  con- 
cluded that  it  is  not  the  general  wish  of  the  people  that  the  law  should  be 
changed  in  any  of  its  essential  provisions  during  the  present  session  of  the  Gen- 
eral Assembly. 

The  points  upon  which  the  petitioners  seem  to  approximate  to  an  agreement 
are,  the  repeal  of  those  provisions  of  the  law  which  create  the  office  of  State 
School  Commissioner,  and  the  Township  Boards  of  Education,  and  which  relate 
to  school  apparatus  and  libraries,  and  to  the  appointment  of  school  examiners ; 
these  the  committee  propose  to  consider. 

The  report,  along  with  pages  of  replies  to  questions  concerning  the  law  by 
the  Commissioner  of  Common  Schools,  H.  H.  Barney,  was  ordered  to  be  printed 
in  the  report  of  the  Secretary  of  State  in  sufficient  number  to  supply  school  officers 
throughout  the  State. 


EDUCATIONAL  HISTORY   OF  OHIO  8l 

The  "Act"  of  1853  went  into  effect  upon  its  passage  in  March,  consequently 
the  Secretary  of  State  was  divested  of  his  powers  as  School  Superintendent  and 
the  office  of  State  Commissioner  of  Common  Schools  was,  of  course,  not  filled 
until  Mr.  Barney  was  elected  and  qualified,  therefore  there  was  an  unfortunate 
gap  between  terms  just  at  the  critical  period  of  the  launching  of  the  new  code. 


CHAPTER  VIII 


THE   COLLEGE   OF   TEACHERS 


THE   COLLEGE   OF   TEACHERS 


CHIS  chapter  concerns  matters  very  near  to  the  heart  of  pubHc  education  in 
Ohio  and  it  also  introduces,  logically  and  historically,  the  story  of  the 
State  Teachers'  Association.  The  writer,  some  hundreds  of  leagues  from 
a  scanty  supply  of  material  of  his  own  gathering,  is  greatly  indebted  to  a  report 
by  the  National  Commissioner  which  contains  the  result  of  investigations  of  Dr. 
B.  A.  Hinsdale  and  Mary  L.  Hinsdale,  A.  M. ;  also  to  articles  written  by  Dr. 
W.  H.  Venable,  and  to  his  ■'I^>eginnings  of  Literary  Culture  in  the  Ohio  Valley." 

The  "missing  chapter,"  as  it  is  called,  concerns  an  organization  which  has 
a  double  name,  the  "Western  Literary  Institute  and  College  of  Professional 
Teachers." 

This  organization  also  had  a  predecessor,  an  educational  society  in  Cincm- 
nati,  by  name,  the  "Academic  Institute,"  a  local  organization  whose  birth  is  of 
even  date  with  that  of  Cincinnati's  system  of  common  schools,  1829,  which,  like 
Ben  Adhem's  name  "led  all  the  rest." 

The  preface  to  the  first  volume  of  Transactions  of  the  College  of  Teachers 
declares  that  the  idea  of  the  College  was  first  cast  in  the  Institute ;  that  the  pro- 
ject was  the  work  of  teachers,  but  the  sympathies  of  noble-minded  and  patriotic 
citizens,  more  ambitious  of  usefulness  than  fame,  have  been  the  animating  cause 
of  its  permanence  and  success.  This  preface  farther  says  that  under  the  auspices 
of  the  Academic  Institute  the  first  general  convention  of  the  teachers  of  the 
western  country  was  called,  in  June,  1831. 

The  constitution  adopted  at  this  meeting  showed  a  prolongation  of  name  and 
the  reason  of  it ;  Western  Academic  Institute  and  Board  of  Education.  This 
board  was  to  be  chosen  by  the  Society,  and  its  prerogative  was,  individually  or 
in  committees,  to  visit  and  inspect  the  schools  and  academies  of  the  members  of 
the  society,  quarterly,  or  oftener,-  provided  such  visits  did  not  contravene  the 
duties  of  the  city  visitors  of  the  district  schools. 

The  board  of  education,  or  visitors,  was  chosen  from  among  the  honorary 
members,  not  from  the  professional  teachers.  Some  such  idea  lurked  in  the 
minds  of  those  who  shaped  the  section  of  the  school  law  wherein  "examiners  of 
schools"  were  appointed. 

At  this  meeting  the  principal  address  was  made  by  Dr.  Bishop,  the  presi- 
dent of  Miami  University.  His  theme,  very  naturally,  was  education  —  the  need 
of  improved  methods  of  instruction,  and  of  competent  teachers,  the  futility  of  all 
else  unless  republican  simplicity  be  preserved,  themes  which  do  not  seem  drained 
dry  after  many  decades.  The  speaker  smote  a  certain  class  of  lecturers  a  blow 
worthy  of  an  athlete:  "The  strolling  men  of  wisdom  and  experience  who  pro- 
pose teaching  grammar  and  geography  and  astronomy  and  chemistry  and  natural 
philosophy  and  Latin  and  Greek  and  almost  everything,  in  some  ten  or  twenty 
or  thirty  lessons  —  and  thirty  lessons  generally  exhaust  all  their  knowledge  on 


86  EDUCATIONAL  HISTORY   OF   OHIO 

anv  one  subject  —  these  strolling  teachers  follow  an  occupation  about  as  hon- 
orable to  themselves  and  about  as  profitable  to  the  community  as  the  occupation 
of  strolling  beggars  and  strolling  showmen  is." 

Mr.  Alexander  Kinmont  delivered  an  address,  adorned,  as  was  the  fashion 
of  the  day,  with  classic  quotations.  Indeed  the  volume  of  published  jiroceedings 
of  this  meeting  bore  in  its  front  a  passage  from  Cicero,  in  the  original,  extolling 
the  patriotic  art  of  him  who  teaches  the  youth  of  the  republic  and  teaches  them 
well,  and  in  the  same  strain  was  the  motto,  recorded  somewhere,  which  surmounted 
the  door  of  his  Academy : 

Nil  dictu  foedum  visuque  haec  limina  tangat 
Intra  quae  puer  est. —  Procul  o  procul  este  profani ! 
Maxima  debetur  puero  reverentia. 

Parenthetically,  a  circular  which  set  forth  the  delights  of  a  summer  school  in 
Northern  Ohio,  this  side  of  the  middle  of  the  late  century,  began  with  a  stanza 
of  Horace. 

In  a  very  few  years  the  name  of  this  body  was  changed  to  that  quoted  at  the 
openmg  of  this  sketch.  Beginning  with  the  fourth  annual  meeting  in  1834  there 
were  six  volumes  of  proceedings  published,  a  series,  Dr.  Hinsdale  says,  "now  rare 
as  well  as  valuable." 

The  discussions  of  this  body  were  carried  on  in  three  ways :  formal  addresses, 
reports  by  committees  appointed  the  previous  year,  and  the  floor  debates.  The 
scope  of  topics  was  wide,  and  suggests  to  a  modern  the  pungent  remark  of 
Jeffrey,  that  the  ancients  stole  our  best  thoughts.  Even  spelling  reform  was  ad- 
vocated. It  was  before  this  body  that  a  few  great  orations  were  delivered  better 
known  in  the  boyhood  of  the  present  generation  of  old  men  than  now, —  Mans- 
field's glorification  of  the  Mathematics,  Grimke's  discourse  on  American  Educa- 
tion, from  the  scheme  of  which  he  would  exclude  the  higher  mathematics  and  the 
classics,  and  Kinmont's  defense  of  the  Classics. 

Dr.  Drake,  who  Dr.  Venable  thinks  may  be  with  propriety  called  the  Frank- 
lin of  Cincinnati,  delivered  an  address  on  discipline.  It  was  comprehensive  and 
analytical  in  the  extreme,  and  a  modem  audience  would  think  it  well  that  the 
second  part  was  delivered  at  the  succeeding  session. 

At  one  of  the  meetings  of  this  body  it  was  resolved,  no  one  saying  nay, 
"that  the  Bible  be  recommended  as  a  regular  text  in  every  institution  of  educa- 
tion in  the  West."  The  men  had  the  West,  its  present  and  future,  especially  in 
mind.  Though  much  smaller  than  now,  its  name  was  then  in  all  situations  be- 
gun with  a  capital, —  a  custom,  however,  to  which  nouns  were  much  addicted. 

The  influence  of  the  college  had  been  gradually  widening,  and  was  the 
moving  cause  of  educational  associations  in  Ohio  and  Kentucky. 

in  1836  the  first  State  convention  of  teachers  in  Ohio  was  held  at  Columbus, 
and  presided  over  by  Robert  Lucas,  the  Governor.  It  called  for  the  improvement 
of  common  schools,  the  estalilishment  of  school  libraries,  and  the  election  of  a 
State  Superintendent  of  Education. 

Professor  Calvin  E.  Stowe,  recently  home  from  his  voyage  to  Europe,  one 
of  the  fruits  of  which  was  his  report  upon  the  school  system  of  Prussia,  made 


EDUCATIONAL  HISTORY  OF  OHIO  87 

a  notable  discourse  upon  that  theme,  which  discourse  was  published,  along  with 
Samuel  Lewis's  address,  in  a  jjocket  edition  — "infinite  riches  in  a  little  room." 

It  did  not  need  official  approval,  for  few  educational  tracts  excel  it  in  the 
interest  of  its  matter  and  its  clear,  incisive  statement,  but  it  is  interesting  that 
Governor  Lucas  addressed  a  comnnuiication  "to  the  Honorable,  the  General 
Assembly,"  submitting  the  copy  transmitted  to  his  care  as  information  calculated 
to  enlighten  the  public  mind  on  a  subject  of  the  most  intrinsic  im]Mrtance  and 
asking  for  it  respectful  attention. 

The  strict  regard  of  that  elder  day  to  etiquette  in  high  places  is  shown  in 
the  governor's  conclusion :  "Having  but  one  copy,  I  have  thought  it  advisable 
to  transmit  that  copy  first  to  the  senate." 

What  is  the  further  career  of  that  copy  is  not  known.  It  is  to  be  hoped  that 
the  senators,  in  alphabetical  order,  read  it,  and  that  it  was  duly  sent  to  the  lower 
House. 

The  delicate  hint  suggested  by  the  courteous  transaction  brings  out  by  con- 
trast the  bluntness  of  another,  wherein  the  war-worn  governor  of  an  eastern 
State  reminded  the  legislators  of  the  value  of  knowledge  and  the  ])roximity  of 
the  State  Library. 

A  hurried  journey  into  the  printed  discourse  afifords  an  opportunity  to  gather 
some  of  its  good  things :  "The  rare  spectacle  of  an  absolute  sovereign,  Frederick 
William  111,  exerting  all  his  powers  for  the  intelligence  and  moral  improvement 
of  his  people.  The  government  of  I'russia,  in  which  the  voice  of  the  king  is 
everything  and  the  voice  of  the  people  nothing,  does  more  for  the  education  of 
the  whole  people  than  has  ever  been  done  by  any  other  government  on  earth." 
Turning  to  the  conclusion,  the  reader  finds  matter  that  will  fit  right  here.  "Here 
the  people  are  sovereign ;  and  who  would  voluntarily  subject  himself  to  an  ignor- 
ant sovereign  ?  Yes,  my  fellow-citizens,  you  are  the  sovereigns ;  and.  like  all 
other  sovereigns,  you  are  very  much  exposed  to  flattery.  Those  who  have  power 
are  always  flattered  by  those  who  are  striving  to  obtain  it,  *  *  *  but  I  hope 
that  flattery  will  never  blind  you  to  the  truth  or  indispose  you  to  a  calm  and 
deliberate  examination  of  facts  as  they  actually  exist.  It  is  a  fact  that  there  is 
a  vast  amount  of  ignorance  and  vice  in  our  country :  that  the  increase  of  popu- 
lation has  far  outstripped  our  ])resent  means  of  education.  *  *  *  ^t  present 
there  is  enough  of  intelligence  and  virtue  in  the  community  to  hold  in  check  the 
elements  of  discord  and  wickedness,  but  who  can  tell  how  long  this  will  be? 
*  *  *  The  Almighty  seems  now  to  have  permitted  a  fair  experiment  to  be 
made  as  to  which  form  of  government  shall  do  most  for  the  elevation  and  happi- 
ness of  a  whole  people  ■ —  an  absolute  sovereignty  or  jwpular  freedom.  One  part 
of  this  great  ex]ieriment  has  been  committed  to  the  king  of  Prussia,  and  most 
nobly  is  he  striving  to  make  it  good.  The  other  part  is  committed  to  us ;  and  it 
remains  for  us  to  show  that  ])0])ular  freedom  can  do  more  for  the  general  happi- 
ness than  absolute  sovereignty,  however  benevolently  directed.  Shall  this  great 
experiment  fail  in  our  hands  and  tlespotism  bear  away  the  palm  ?" 

Between  these  extremes  the  body  of  the  lecture  contains  ( i )  a  succinct  de- 
scription bv  analysis  of  the  Prussian  .system  of  public  instruction,  with  a  trumpet 
call  to  republicans  to  do  for  themselves  what  this  absolute  sovereign,  this  mem- 


EDUCATIONAL  HISTORY   OF  OHIO 


ber  of  the  holy  alliance,  was  doing  for  his  people;  (2)  an  inquiry  as  to  what 
extent  the  system  thus  delineated  is  the  system  needed  in  the  United  States. 
Some  things  need  not  apply ;  some  things  are  the  things  which  America  has  found 
good  and  which  she  is  holding  very  fast. 

Another  notable  number  on  this  program  was  the  eloquent  address,  hinted 
at  above,  of  Samuel  Lewis,  of  Cincinnati.  He  called  up  memory  to  witness  that 
many  people  in  the  east,  even  from  the  spot  rendered  almost  sacred  by  the  land- 
ing of  the  pilgrims,  came  to  Ohio,  stirred  by  the  praises  of  the  new  State,  in 
which  list  of  advantages  was  the  positive  assurance  of  ample  provision  made  for 
the  education  of  their  children.  He  said  significantly  that  his  audience  knew  to 
what  extent  these  hopes  had  been  realized.  He  denied  that  Ohio  had  ever  re- 
ceived, as  a  donation  for  educational  purposes,  from  the  general  government  a 
farthing  of  money  or  an  acre  of  land :  that  the  school  lands  were  part  of  the  con- 
sideration paid. 

There  is  a  fine  glow  of  enthusiasm  in  the  speaker's  picturing  of  the  glories 
of  Ohio:  a  grave  tone  pervades  his  statement  of  her  responsibilities.  She  has 
more  than  a  million  people,  steamboats,  mills,  factories,  fields  and  flocks  and 
four  hundred  miles  of  canals !  —  but  in  monarchies  one  most  important  public 
duty  is  to  care  for  the  education  of  the  heir  to  the  throne,  and  "these  children 
about  your  streets,  who  cannot  even  speak  your  language,  are  your  future  sov- 
ereigns." This  he  said  in  italics.  Then  a  picture  of  the  field  of  public  instruc- 
tion, its  defects  and  failures,  the  means  and  possibilities  of  betterment,  and  a 
gloomy  prophecy  of  the  future,  if  the  people,  busied  with  all  sorts  of  what  are 
called  material  things,  should  fail  to  keep  a  good  moral  education  in  advance  of 
all  other  improvements. 

This  same  year,  1836,  Mr.  Lewis  made  a  report  to  the  college  upon  the  best 
method  of  "establishing  and  forming  common  schools  and  upon  their  jjresent 
conditions.'' 

Mr.  Kinmont  reported  stoutly  against  the  general  reading  of  fiction,  and 
another  speaker  placed  even  Sir  Walter  Scott's  novels  under  lian. 

In  1837  Mr.  Lewis,  then  newly  chosen  superintendent  of  the  common  schools 
of  Ohio,  claimed  in  a  report  that  the  public  schools  should  be  so  expanded  as 
to  include  all  that  was  then  taught  in  the  best  English  schools ;  and  he  favored 
not  only  district  schools,  but  township  schools  of  a  higher  grade.  Another 
speaker  urged  the  necessity  of  Xormal  schools  for  the  purpose  of  teaching 
teachers  how  to  teach. 

One  curious  fact  to  be  observed  by  the  reader  of  these  programs  is  that  a 
woman's  name  seldom  appears  thereon,  and  when  it  does,  the  writer  of  the  jiaper, 
so  it  is  said,  did  not,  in  her  own  person,  read  it,  but  must  imitate  .Shakspere's 
great  women.  After  the  passing  of  three-quarters  of  a  century  the  first  one  of 
these  assertions,  applied  to  the  State  Association,  would  need  only  a  trifling  mod- 
ification. One  of  the  ladies  named  on  these  programs — 1838 — Mrs.  .'\lniira 
H.  L.  Phelps,  wrote  an  essay  on  female  education,  a  well-written  argument  for 
its  betterment.  One  of  the  things  she  would  have  diflferent  was  the  boarding- 
school  girl,  whose  education,  in  many  cases,  was  summed  up  in  her  "piece  of 
embroidery."     The  student  of  State  Commissioners'   reports  may  happen   upon 


EDUCATIONAL  HISTORY  OF  OHIO  89 


this  same  bit  of  handiwork.  It  is  pointed  out  indignantly,  if  not  gallantly,  just 
twenty  years  later:  The  young  women  "who  feel  no  shame  or  pain  that  the  day 
has  been  spent  in  lolling  laziness ;  a  few  moments  whiled  away  in  thrumming  the 
piano ;  a  few  more  on  that  piece  of  embroidery  commenced  longer  ago  than  they 
can  remember,"  and  so  following. 

In  1839  the  seventeenth  number  on  the  program  was  the  annual  address  of 
the  executive  committee  —  a  custom  honored  in  the  observance  by  the  State 
Association  during  its  early  years. 

The  need  of  public  enlightenment  as  an  imperative  demand  of  patriotism, 
the  absolute  impossibilty  that  the  republic  long  continue  if  the  mass  of  its  people, 
the  rulers,  should  be  ignorant,  was  felt  with  peculiar  force  during  those  years, 
a  second  "critical  period  of  American  history."  It  was  no  doubt  the  rock  upon 
which  these  societies  were  built.  It  pervaded  many  a  well  considered  report  and 
animated  many  an  oration  from  the  platform. 

But  human  "systems  have  their  day."  The  Teachers'  College  did  not  prove 
an  exception.  Its  last  meeting  was  in  the  early  forties.  It  accomplished  much 
for  a  cause  of  supreme  importance,  and  workers  in  educational  fields  in  Ohio 
owe  it  a  debt  which  can  be  paid  only  in  life-long  gratitude,  shown  by  handing 
on  down  the  torch  which  these  men  lighted. 


CHAPTER  IX 


THE   OHIO   STATE   TEACHERS'  ASSOCIATION 


» 


THE   OHIO   STATE   TEACHERS'  ASSOCIATION 


INQUIRY  concerning  the  causes  and  the  men  who  brought  the  State 
Teachers'  Association  into  existence,  and  the  reasons  for  its  being,  must 
go  a  long  road  back  toward  the  founding  of  the  State  itself.  It  did  not 
see  the  light  that  shone  into  the  clearings  upon  the  first  schoolhouses  of  the  sev- 
enteenth commonwealth,  but  the  century  during  which  Ohio  grew  from  infancy 
to  robust  maturity,  supplanting  Virginia  as  the  "Mother  of  Presidents,"  and 
sending  a  round  million  of  her  sons  to  hcl])  build  States  farther  west,  was  little 
more  than  one-fourth  spent  when,  in  the  minds  of  a  few  fellow-thinkers  of 
knowledge  and  wisdom,  with  a  noble  solicitude  for  the  future  of  the  republic, 
the  great  idea  was  conceived  and  brought  to  birth.  An  attempt  to  treat  very 
briefly  of  this  body  has  just  been  made. 

Their  voice  was  still  for  popular  education,  and  it  awakened  a  ready  response 
in  distant  parts  of  the  State.  Teachers,  preachers  and  other  men  of  kindred 
minds  and  interests  began  to  assemble  in  certain  hospitable  places  in  the  region 
nearer  the  Lake  to  reason  together,  to  stimulate  zeal,  and  discover  the  best  lines 
for  abounding  energy  to  work  in. 

From  these  "institutes"  the  State  Association  came  forth,  not  full  armed, 
perhaps,  but  no  weakling.  At  institutes  in  Ashland,  Chardon  and  Akron,  in  the 
fall  of  1847,  M.  F.  Cowdery,  Lorin  Andrews,  William  Bowen,  Josiah  Hurty, 
Asa  D.  Lord  and  M.  D.  Leggett  were  appointed  a  committee  to  make  arrange- 
ments for  the  organization  of  a  State  Educational  Society.  A  convention,  sitting 
in  a  back  room  of  the  Akron  courthouse  on  the  last  day  of  the  year,  the  eighteen 
delegates  present  representing  eleven  counties,  framed  a  constitution  and  organ- 
ized under  it,  to  be  known  thereafter  as  "The  Ohio  State  Teachers'  Association." 

The  executive  committee  was  instructed  to  prepare  a  plan  for  the  awakening 
of  public  interest  in  education  and  the  elevation  of  the  profession  of  teaching, 
setting  forth  the  scope  and  purpose  of  the  organization  and  commending  it  to 
the  approval  and  support  of  teachers.  This  appeal  was  prepared  by  M.  F.  Cow- 
dery, Lorin  Andrews  and  M.  D.  Leggett. 

The  constitution  requires  th^t  the  executive  committee  carry  into  effect  all 
resolutions  of  the  Association,  and,  moreover,  it  must  devise  and  put  into  opera- 
tion such  other  measures  as  it  may  deem  best,  not  inconsistent  with  the  preamble. 
It  must  also  keep  a  full  record  of  its  proceedings  and  report  the  same  to  the  As- 
sociation. 

In  his  report  for  1848  the  chairman  spoke :  "In  assuming  the  responsibility 
of  conducting  the  business  afifairs  of  the  Association,  twelve  months  since,  the 
committee  selected  the  following  objects  as  most  worthy  of  their  immediate  atten- 
tion: First,  the  elevation  of  the  teachers  of  the  State,  through  the  agency  of 
teachers'  institutes,  courses  of  lectures  to  teachers,  educational  conventions  and 
associations,  and  a  more  conscientious  adherence  to  the  law  relating  to  the  qual- 


94  EDUCATIONAL  HISTORY  OF  OHIO 

ifications  of  teachers  on  the  part  of  county  examiners.  The  second  object  of  the 
committee  was  to  encourage  a  reorganization  of  the  schools  in  the  cities  and 
incorporated  towns  of  the  State.  This  was  proposed  to  be  accomphshed  by 
addressing  citizens  pubHcly.  and  stating  the  importance,  practicabihty  and  econ- 
omy of  such  a  change  in  the  common  school  organization  as  would  give  to  every 
child  of  a  town  or  city  an  education  fitting  him  for  his  duties  as  a  citizen ;  and, 
lastly,  it  was  the  wish  of  the  committee,  as  far  and  as  fast  as  practical)le,  to  pre- 
pare the  public  mind  for  a  school  system  for  our  State  uni)aralleled  for  the  liber- 
ality of  its  provisions,  the  wisdom  of  its  measures  and  the  harmony  and  efficiency 
of  its  operations."  The  reader  may  wisely  and  well  challenge  himself  for  an 
answer.  To  what  extent  has  the  half  century  and  longer  since  this  excellent  plan 
was  laid  seen  it  bodied  forth  in  reality? 

In  January,  1848,  the  executive  committee  of  the  Association  made  condi- 
tional arrangements  for  holding  institutes  in  one-half  of  the  counties  of  the  State 
in  the  coming  spring.  Their  propositions  were  accepted  by  the  following  comities : 
Ashland,  Columbiana,  Huron,  Licking,  Richland,  Seneca,  Stark,  Washington 
and  Wayne.  In  March  and  April  institutes  were  held  in  these  counties.  In  ten 
other  counties  institutes  were  held  in  the  fall.  It  is  estimated  that  the  aggregate 
attendance  at  these  nineteen  institutes  was  about  fifteen  hundred.  The  State 
Association,  through  its  proper  committee,  pushed  with  all  its  eloquence  and 
energy  the  cause  of  the  county  institute,  sending  experienced  instructors  to 
those  counties  where  the  teachers  would  raise  a  sufficient  fund  to  pay  their 
modest  fees.  In  this  day  of  instructors  advertising  for  calls,  competing  for  the 
honor  and  the  fee,  the  following  sentence  from  the  report  of  the  chairman  in 
1851  reads  strange:  "In  the  outset  of  its  labors  the  committee  found  the  great 
obstacle  in  the  way  of  holding  institutes  was  the  impossibility  of  securing  the 
services  of  a  sufficient  number  of  competent  and  experienced  lecturers  to  take 
charge  of  them." 

Lorin  .Andrews,  the  chairman  just  quoted,  in  order  partly  to  supply  the  lack, 
resigned  his  situation  as  teacher  and  gave  his  time  to  this  work  with  at  first, 
besides  a  possible  small  compensation  from  the  institutes,  no  assurance  of  reward 
but  the  belief  that  he  was  serving  a  good  cause.  The  educational  public  of  the 
past  half-century  bear  witness  that  he  served  it  well. 

At  a  meeting  of  the  Association  the  following  July  in  Cleveland,  ^Ir.  An- 
drews's disinterested  conduct  was  cordially  approved,  and  a  resolution  was 
unanimously  adopted  to  sustain  him  by  the  bestowment  of  something  of  a  higher 
market  value  than  words  of  ap])roval.     A  salary  of  $1,500  was  voted  him. 

Encouraged  by  the  action  of  the  Association  and  the  favor  shown  his 
efforts  by  the  people,  Mr.  Andrews  threw  himself  with  even  more  vigor  into 
the  work  during  the  fall  of  185 1,  and  the  annual  meeting  in  December  at 
Columbus,  bore  witness  to  the  value  of  his  efforts  in  the  increased  number  of 
its  members  and  the  quality  of  their  action. 

It  is  three  years  since  the  executive  committee  declared  its  aims  and  the 
most  competent  witness  in  the  state  is  on  the  stand,  reporting  progress  for  the 
year  just  passed.  More  than  two  hundred  educational  addresses  had  been 
delivered,   appealing  to  the  minds  and  hearts  of  not   less  than  sixty  thousand 


EDUCATIONAL  HISTORY   OF   OHIO 


95 


citizens ;  three  thousand  teachers  had  assemljled  in  institutes  and  had  their 
love  for  their  profession  increased,  and  their  zeal  quickened  for  the  improve- 
ment of  common  schools ;  about  seventy  of  the  towns  and  cities  have  estab- 
lished free  graded  schools,  more  than  fifty  of  which  had,  within  the  three  years 
passed,  organized  under  the  law  of  1849. 

This  attorney  for  the  people  in  their  case  against  ignorance  and  selfishness 
knew  his  jury  when  he  compiled  a  table  as  an  argument.  Five  towns  —  all 
cities  now  —  are  compared  as  to  population  and  school  expenditures  with  other 
five,  likewise  now  cities.  The  total  population  of  the  former  was  20,516;  of  the 
latter,  20,890:  cost  of  tuition  in  the  former,  $16,252;  in  the  latter,  $25,120: 
in  the  first  five  there  were  no  private  schools,  all  the  pupils  attended  the  public 
graded  schools,  '"good  enough  for  the  richest  and  cheap  enough  for  the  poorest" ; 
in  the  second  five  the  schools  were  ungraded  and  many  children  attended  private 
schools. 

And  the  chairman,  in  a  sort  of  poetic  vision,  sees  that  the  graded  schools 
then  in  operation  "are  the  forerunner,  a  kind  of  John  the  Baptist,  crying  in  the 
wilderness  and  making  the  paths  straight,  for  that  more  glorious  and  compre- 
hensive system  of  universal,  free  education,  which,  before  many  moons  shall 
wax  and  wane,  like  the  impartial  dews  of  heaven,  will  distill  its  blessings,  alike 
generously,  upon  every  son  and  daughter  of  this  broad  State." 

No  doubt  the  things  proposed  and  the  things  done  by  the  late  Constitutional 
Convention  had  to  do  with  this  high  hopefulness. 

Dr.  Samuel  Findlay,  himself  a  near  follower  of  the  "pioneers,"  a  man  of 
like  mettle,  worthy  to  have  marched  in  their  ranks,  paints  a  picture  of  a  scene, 
and  makes  very  real  one  topic  under  discussion.  He  speaks  of  a  meeting  of 
the  Association  at  Dayton  in  1853:  "Lorin  Andrews,  the  Association's  agent, 
reported  early  in  the  session  that  the  income  of  the  Ohio  Journal  of  Education, 
the  Association's  organ  was  not  equal  to  the  expense  of  publication ;  and  forth- 
with a  soliciting  committee  was  ajipointed,  and  the  audience  was  publicly  can- 
vassed for  subscribers.  And  I  remember  that  not  only  were  subscribers  secured 
in  goodly  numbers,  but  lists  of  subscribers  to  be  secured  in  the  various  counties 
were  pledged  by  persons  present. 

"On  the  last  afternoon,  Supt.  Cowdery,  of  Sandusky,  made  a  report  from 
the  finance  committee,  to  the  effect  that  the  Association  was  indebted  to  the 
State  Agent  in  the  sum  of  $410,  on  account  of  salary.  Dr.  Lord  expressed  the 
hope  that  the  amount  would  be  raised  before  adjournment,  and  handed  to  the 
committee  his  contribution  for  the  purpose.  Just  before  the  doxology  and  bene- 
diction, the  chairman  of  the  committee  announced  that  the  whole  amount  had 
been  raised.  In  this  connection  it  should  be  remembered  that  the  largest  salary 
received  by  any  member  of  the  Association  proliably  did  not  exceed  $1,000. 
and  not  many  exceeded  $600.  Such  was  the  stuff  of  which  these  pioneers  were 
made." 

We  have  seen  that  the  Association  was  keeping  in  the  lecture  field  a  paid 
agent.  Allusion  has  been  made  to  the  Ohio  Journal  of  Education,  which  peri- 
odical these  pioneers  had  established,  and  had  maintained  for  eight  years ;  and 
after  the   failure   of   an    initial   attempt   to   gain   legislative   action    favorable  to 


96 


EDUCATIONAL  HISTORY   OF  OHIO 


normal  schools,  followed  by  trial  after  trial  wherein  the  "Noes  had  it"  till  the 
line  promised  to  stretch  out,  if  not  to  the  crack  o'  doom,  to  the  end  of  the 
century,  they  accepted  the  generous  donation  of  a  site  and  building,  and  through 
a  special  committee  of  the  Association  they  nobly,  rashly,  ventured  to  launch  a 
normal  school  of  their  own. 

But  the  truth  of  history  cautions  against  too  confident  a  thought  that  the 
former  days  were  better  than  these.  It  records  that  pockets  were  not  always 
so  quick  to  open  and  part  with  their  contents  for  purposes  however  laudable, 
looking  after  and  before,  toward  past  debts  and  future  ventures.  The  leaders 
had  experience  very  like  that  of  persons  in  this  younger  day,  and  their  measure 
of  praise  is  full  because  they  set  the  example  and  induced  for  so  long  a  time 
an  effective  following,  which  following,  it  must  not  be  overlooked,  was  recruited 
from  the  plain  people  at  the  county  institutes. 

It  may  further  the  aims  of  this  chapter  to  place  for  ready  comparison  the 
themes  of  formal  lectures,  or  addresses,  before  the  Association,  also  of  reports 
of  committees,  selected  at  intervals  of  a  decade. 

Before  the  sessions  of  1851  and  1852: 

I.     The  Teachers'  Profession  —  W.  D.  Swan. 

Education  —  its   Relation   to   the   Individual   and    to    Society  —  Geo. 
Willey.  Esq. 

3.  Annual  Address.     The  Qualifications  of  Teachers — Prof.  Joseph  Ray. 

4.  The  Joint  Education  of  the  Sexes  —  Prof.  J.  H.  Fairchild. 
.\  Report  on  District  School  Libraries  —  Prof.  H.  H.  Bailey. 


1859: 


i«7o: 


1.  The  Diffusion  of  Knowledge  —  John  Hancock. 

2.  Teachers'  Meetings  —  A.  Duncan. 

3.  .Al  Course  of  Study  for  High  Schools  —  I.  W.  Andrews. 

4.  Importance  of  an  Efficient  School  System  —  H.  Canfield. 

5.  Report  on  Twelve  Requisites  of  a  Good  School  —  O.  X.  Hartshorn. 

6.  The  Two  Antagonistic  Methods  of  Tuition,  Instruction  and  Develop- 

ment—  E.  H.  Allen. 

1.  Inaugural  Address.     Educational   Progress  —  R.  W.  Stevenson. 

2.  Annual  address.     The  Utility  of  the  Ideal  —  W.  H.  Venable. 

3.  .\  Report  on  a   Primary  Course  of   Instruction  —  J.   F.   Reinmund, 

Chairman. 

4.  Moral  Culture  in  Schools  —  Eli  T.  Tappan. 

5.  A  Report  on  the  Best  Method  of  Conducting  County  Examinations 

—  J.  C.  Hartzler. 

6.  Report   of   the   Committee   on    School    Legislation  ■ —  E.   E.    White, 

Chairman. 


1880:     I.     Superintendents'  Section.     Inaugural  .Address.     Industrial  Education 
—  C.  W.   Bennett. 
2.     On   Supervision   Depends   the   Success   of  Our   Schools  —  James   J. 
Bums. 


EDUCATIONAL   HISTORY   OF   OHIO  97 


General  Association. 

3.  Culture  and  Character — Prof.  Judson  Smith. 

4.  The  Place  and  Time  for  Elementary  Science  in  Our  Schools  —  Prof. 

John  Mickleborough. 

5.  Normal  Schools  and  Institute  Work  —  R.  W.  Stevenson. 

6.  Literature  for  School  Youth  ^ — John  B.  Peaslee. 

7.  The  Quincy  Method  Not  New- — H.   M.  James. 

i8yo:  I.  Superintendents'  Section.  Inaugural  Address.  Some  Relations  of 
the  Superintendent  to  his  Teachers  and  his  Work  —  W.  S. 
Eversole. 

2.  J  he  Use  and  Abuse  of  Methods  —  W.  T.  Jackson. 

3.  Truancy  and  the  Truant  Law  —  F.  Treudley. 

4.  Memory  Training — Prof.  Gilbert  White. 

5.  Report  on  Plans  of  Adjusting  High  School  and  College  Courses  of 

Study  in  Ohio  —  E.  E.  White,  Chairman. 

General  dissociation. 

6.  Inaugural  Address.     Fifty  Years  of  Educational  Progress  —  L.   W. 

Day. 

7.  Scientific    Temperance    Instruction    in    the     Public    Schools — Mrs. 

Frances  W.   Leiter. 

8.  Value  of  a  Library  in  Connection  with  .School  Work  —  Miss  Frances 

E.  P.aker. 

9.  What  Can  be  Done  to  Elevate  the  Profession  of  Teaching?  —  J.  C. 

Hartzler. 
10.     Reading  in  Grammar  (jrades  —  Miss  Margaret   Ikirns. 
.11.     Rigid  or  Loose  Government  —  J.  C.  Hanna. 
12.     Reverence  and  Respect  for  Law  and  Authority  —  T.  H.  Sonnedecker. 

1900:     I.  Inaugural  Address.     The  Present  Status  —  Charles  Haupert. 

2.  Primary   Work — Mary   Gordon.  ; 

3.  Stages  of  Moral  Culture  —  R.  G.  lioone. 

4.  College  Entrance  l^equirements  in  EnT;lish  —  Prof.  J.  V.  Denny. 

5.  How  to  Secure  College  Entrance  Requirements  in  English  —  R.  H. 

Kinnison. 

6.  Safeguards  for  Adolescents  —  S.  P.  Humphrey. 

7.  State  Normal  Schools  —  John  E.  Morris.  ,' 

8.  Township  High  Schools  —  -S.  K.  Mardis. 

9.  Annual  .Address.    The  State  and  Education  —  W.  O.  Thompson. 

10.  High  School  Section.     Chemistry  in  the  High  School  —  J.  \V.  Knott. 

11.  Self  Training — .Mary  Wilgus. 

12.  Electives  in   High  Schools — S.  Weimer. 

13.  Music  Teacher.';'  Section.     The   Method  —  John  James. 

14.  Expression  in  Singing. 

15.  Benefit  of  Ear  Cultivation. 


98  EDUCATIONAL  HISTORY   OF   OHIO 

i6.     When  Introduce  Minor  Scales? — B.  C.  Welgamood. 

17.  Is  Individual  Recitation  Practicable  in   Sight  Singing  Work?  —  N. 

Coe  Stewart. 

18.  Superintendents'  Section.     Inaugural  Address.     The  Teacher's  Eco- 

nomic Value  —  R.  E.  Rayman. 

19.  Limitations  of  School  Curriculum  —  F.  S.  Coultrap. 

20.  A  Rational  System  of  Promotions  ^  F.  J.  Roller. 

It  was  mere  chance  that  the  final  years  of  the  decades  when  the  programs 
were  in  hand,  were  taken.  Any  other  would  have  shown  the  same  variety  and 
uniformity,  the  same  change  from  general  culture  topics  to  those  almost  exclu- 
sively  professional. 

The  story  of  the  constitution  of  the  State  Teachers'  Association  is  not 
entirely  void  of  interest. 

It  is  a  reasonable  assumption  that  the  instrument  printed  in  the  first  vol- 
ume, 1852,  of  the  Ohio  Journal  of  Education,  facing  the  names  of  the  officers 
during  the  period  1848-1852  is  the  original  constitution.  Since  then  it  has  been 
amended  at  intervals,  short  and  long,  has  had  several  revisions,  or  codifications, 
and  has  periodical  spells  of  uncertainty  as  to  its  name,  O.  S.  T.  A.  or  O.  T.  A. 

The  preamble  records  that :  "As  a  means  of  elevating  the  profession  of 
teaching,  and  the  promoting  the  interests  of  schools  in  Ohio,  we,  whose  names 
are  affixed  associate  ourselves  together  under  the  following  Constitution.'  In 
all  its  history  these  two  continue  to  be  the  purposes  of  the  organization.  In 
one  revision  the  two  are  connected  by  a  "thereby."  In  the  second  revision  the 
preamble  is  lowered  into  Article  first. 

Article  first  in  this  first  constitution  simply  names  the  organization.  The 
Ohio  State  Teachers'  .Association.  The  officers  are  a  President,  twenty-one  Vice- 
Presidents,  equal  in  number  to  the  congressional  districts,  but  in  1859,  cut  down 
to  five,  then  to  three,  then  raised  to  five, —  a  Recording  Secretary,  a  Correspond- 
ing Secretary, —  in  the  revision  of  1879  this  officer  is  not  apparent,  nor  since, — 
and  an  Executive  Committee  of  seven  persons,  changed  afterwards  to  six,  the 
president  in  1878,  being  made  a  member  ex  officio  on  motion  of  Dr.  Eli  T. 
Tappan.  The  duties  attached  to  these  several  offices  were  such  as  are  suggested 
by  their  titles,  and  one  function  of  the  Executive  Committee  has  never  varied, — 
to  provide  for  at  least  one  meeting  of  the  Association  every  year. 

Article  ten  is  worth  quoting:  "Any  teacher  or  active  friend  of  education, 
male  or  female,  ma\  become  a  member  of  this  Association,  by  subscribing  to 
this  Constitution,  each  male  member  paying  the  Treasurer  the  sum  of  one  dollar." 
The  Constitution  of  1857  omitted  "male  or  female" — thus  allowing  "females" 
to  pay  one  membership  fee  —  and  it  concluded :  "and  male  members  may  retain 
the  privilege  of  membership,  by  the  annual  payment  of  one  dollar."  Since  the 
Constitution  of  1879  it  is  not  indispensable  that  the  "friend  of  education"  be 
"active,"  and  females  have  all  the  privileges  of  males  in  the  matter  of  fees,  this 
at  the  urgent  request  of  a  number  of  the  prominent  women  of  the  organization. 

The  officers  were  chosen  by  ballot  for  one  year.  This  provision  remained 
permanent  except  as  to  the  Executive  Committee. 


EDUCATIONAL  HISTORY   OF  OHIO 


99 


Tlie  concluding  Article,  the  thirteenth,  provided  for  amendment  by  a  major- 
ity of  the  members  present  at  any  regular  meeting  after  notice  given  at  the 
preceding  regular  meeting.  There  has  been  no  change  except  the  omission  of 
the  second  "regular,"  though  what  is  a  preceding  meeting,  yesterday's?  or  last 
year's?  has,  at  times,  been  under  debate. 

The  Constitution  of  1857  added  an  Auditor,  but  he  seems  not  I0  have  heard 
any  vital  matters,  and  in  1878  the  office  was  abolished. 

The  most  recent  revision  is  that  of  1892.  It  restores  the  word  "State"  in 
the  title,  and  "thereby"  in  the  preamble.  It  inckules  amendments  of  some  vears 
standing ;  one  providing  for  Sections  —  the  General  Association,  the  Superin- 
tendents', and  the  State  Reading  Circle.  It  names  the  officers  of  the  Superin- 
tendents' Section,  a  President  and  a  Secretary,  and  places  the  Teachers'  Reading 
Circle  under  the  management  of  a  Board  of  Control  to  be  chosen  by  the  State 
Association,  two  each  year,  to  serve  for  four  years,  the  State  Commissioner  of 
Common  Schools  to  be  a  member  ex  officio  of  this  Board.  .Article  IX  names 
the  Standing  Committees  of  the  General  Association :  ( i )  An  Executive  Com- 
mittee, (2)  A  Committee  on  the  Condition  of  Education  in  Ohio,  (3)  A  Com- 
mittee on  the  Publication  and  Distribution  of  Educational  Information,  (4)  A 
Committee  on  Necrology.  These  Committees  each  consist  of  six  members,  two 
to  be  elected  each  year,  to  serve  for  three  years.  (The  President  by  virtue  of 
his  office  is  a  member  of  the  Executive  Committee  and  the  State  Commissioner 
of  Schools  is  a  member  of  the  Committee  on  Legislation. 

The  fundamental  law  on  the  subject  of  membership  after  its  varied  career 
at  last  found  perfect  utterance :  "The  annual  dues  for  membership  in  this  Asso- 
ciation shall  be  one  dollar." 

Some  years  ago  the  organization  was  chartered  under  the  name  of  "The 
Ohio  Teachers'  Association."  Doubts  as  to  the  legality  of  a  change  since,  back 
to  the  former  title,  and  of  other  changes,  superficial  and  radical,  seem  not  to 
have  arisen,  nor  as  the  body  lives  its  life  and  does  its  work  outside  of  court, 
handles  no  monev  but  its  own,  are  thev  likelv  to  arise. 


SESSIONS   OF  THE  STATE  TEACHERS'  ASSOCIATION 


PLACE. 

D.^TE. 

PRESIDENT. 

Dayton                         

June  1  and  2,  1848 

Dec.  28  and  29    1848 

A    D    T  ord    Vice 

Columbus              

Samuel  Galloway 
Samuel  Galloway 
Milo  G.  Williams,  Vice 
Samuel  Galloway 

Dec   26  and  27    1849 

Springfield  ...        

lulv  .S   anH   4     IS.'^O 

Columbus     I)pr     !?.T  anH   9(i     1  S.^fl           _ 

Cleveland 

July  2  and  .3,   1851 

Dec.  31,  1851,  and  Jan.  1.  1852.  . .  . 
July  7  and  8,  1852 

Dec    29  and  30.  1852 

Dayton    

Columbus    

Tuly  6  and  7,  18.53 

Dec.  28  and  29,  1853 

Rev.  W.  C.  Anderson 
Joseph  Ray 

lOO 


EDUCATIONAL  HISTORY  OF  OHIO 


SESSIONS   OF   THE   STATE  TEACHERS'  ASSOCIATION  —  Concluded 


Zanesville  . 
Cincinnati  . 
Cleveland  .. 
Columbus  . 
Mansfield  .. 
Columbus 
Steubenville 
Delaware    ..  . 

Dayton    

Newark    .  . .  , 

Elyria   

Mt.   Vernon 
Cleveland     .  , 

Toledo    

Cincinnati    . 
Zanesville    .  . 
Springfield 

Dayton    

Cleveland    . . 
Columbus    . 
Sandusky   . .  , 
Put-in-Bay    , 


Put-in-Bay 


Cleveland     

Chautauqua,  N.  Y... 

Put-in-Bay    

Niagara  Falls,   N.  Y. 
Chautauqua,  N.  Y... 

Lakeside    

Chautauqua,  N.   Y.  . . 


Akron    

Sandusky   

Toledo    

Lakeside    

Chautauqua,  N.   Y. 

Cleveland 

Delaware   

Sandusky  

Put-in-Bay   

Toledo    

Put-in-Bay    


PRESIDENT. 


July  5  and  (3,  1854.  . . 
Dec.  27  and  28,  185L 
August.    1855. 


Lorin  Andrews 
Lorin  .'Andrews 
Lorin  Andrews 


Dec.  2(i  and  27,  1855 ;   A.  J.  Rickoff 


July  2  and  3,  1850. 
Dec.  30  and  31,  185li.  ..  . 

July  8  and  9,  1857 

July  7  and  8,   1858   

July  (J  and  7,  1859 

July  5  and  0,   18(iM 

July    2-4,    1801 

July    1-3,    1862 

July   2,    18G3 

July   5,    1864 

July   5,    1865 

July   3-5,    1866 

July    1-3,    1867 

June  30  to  July  2,  18(i-^.  . 

July    6-8,    186!) 

July    5-7,    1870 

July  5  and  6,   1871 

July  8  and  4,  1872 

July  2  and  3,   1873 

July  1   and  2.  1874 

June  2!)  to  July   1,  1875. 

Tuly   3-5,    1877 

July    2-4,    1878 

July    1-3,    1879 

July   7-9,    1880 

June  28-30,    1881 

Tuly    5-7,    1882 

July    3-5,    1883 

Tuly    1-3,    1884 

July    7-9,    1885 

Tune  30  to  July  I,  V^xr,.  . 

June   28-30,    1887 

June  26-28,   1888 

July   2-4,    1889 

July    1-3,    1890 

Tuly   7-9,    1891 

June   28-.30,    1892   

June   2(i-29,    1894   

Julv    2-4,    1895 

July    1-3,    1896 

June  29  to  July  1,  1897.. 

June  29-July  1,  189S 

Tune  27-29,  1899 

Tune  26-28,  1900 

June  25-27,    1902 

Tune  30-July  2.  1903 

June  27-29,   1905 


.•\nson  Smyth 
.'\nson  Smyth 
I.  W.  Andrews 
M.  F.  Cowdery 
M.  F.  Cowdery 
John  Hancock 
Asa  D.  Lord 
W.  N.  Edwards 
E.  E.  White 
Chas.  S.  Royce 
T.  W.  Harvey 

E.  T,  Tapoan 
William  Mitchell 
W.  D.  Henkle 

F.  Merrick 

R.  W.  Stevenson 
A.  C.  Deuel 
Geo.  S.  Ormsby 
U.  T.  Curran 

D.  F.  De  Wolf 
A.  B.  Johnson 
Samuel  Findley 

G.  W.  Walker 
H.  M.  Parker 
Reuben  McMillan 
John  Ogden 

J.  J.  Burns 
G.  W.  Walker 

E.  F.   Moulton 
Aaron  Schuyler 
W.  W.  Ross 
W.  G.  Williams 
Alston  Ellis 

C.  W.  Bennett 
L.  W.  Day 
G.  A.  Carnahan 
W.  J.  White 

E.  A.  Jones 
J.  F.  Lukens 

F.  Treudlev 
M.  E.  Hard 
O.  T.  Corson 
Edwin  B.  Co.x 
Charles  Haupert 
E.  W.  Coy 
Arthur  Powell 
N.  H.  Chaney 


Counting;-  bv  years  we  call  the  mcetinef  of  1903  the  fifty-fifth.  The  semi- 
centennial was  duly  celebrated  at  the  Toledo  meeting  in  1897,  the  charter  meet- 
ing having  been  held  in  1847.     During  the  first  decade  there  were  several  "semi- 


EDUCATIONAL  HISTORY   OF   OHIO  loi 


annual"  meetings,  held  in  the  summer ;  the  "annual"  meetings  were  held  in  the 
winter  until  1857.  In  1876,  1893,  1901,  and  1904  no  meeting  was  held,  on 
account  of  the  presumptive  stronger  attractions  of  the  National  Educational  Asso- 
ciation or  a  Centennial  Exposition. 

As  the  table  above  indicates,  the  Association  has  traveled  somewhat,  even 
over  the   border. 

A  large  number  of  its  members  would  heartily  approve  of  a  custom  of  hold- 
ing the  sessions  at  the  capital  of  the  State,  and,  probably,  in  the  winter ;  a  large 
number  stand  for  summer  time  and  the  lake  country.  The  former  believe  the 
attendance  would  be  much  larger,  and  in  that  ratio,  more  good  done ;  that  the 
meetings  would  be  nearer  the  great  body  of  the  teachers.  The  latter  point  to 
the  great  number  of  local  associations,  with  gatherings  all  over  the  State,  and 
think  it  would  be  well  to  continue  the  State  Association  in  its  present  location 
and  lines  of  work. 

Both  sides  are  unselfish,  are  sincere  in  their  differences  and  loyal  to  the 
organization.  Is  there  among  school  people,  or  any  other  folk,  an  organization 
where  love  for  the  cause  is  deeper,  where  the  spirit  of  progress  and  that  of  con- 
servation commingle  more  temperately,  where  the  vein  of  genuine  sociabilitv 
runs  purer? 


CHAPTER  X 


THE    COUNTY   INSTITUTE 


THE    COUNTY   INSTITUTE 


INFORMATION  that  conventions  for  the  instruction  of  teachers  had  "broken 
out"  in  New  York  —  as,  according  to  John  Fiske,  Gov.  Hutchinson  wrote 
home  that  a  House  of  Burgesses  had  done  in  Virginia  —  was  finding  in- 
terested auditors  in  Ohio,  and  the  Rev.  L.  Howe  of  Sandusky  was  moved  by 
an  "intent,  charitable"  to  invite  to  that  city  Salem  Town,  a  lecturer  whose  work 
before  New  York  audiences  had  met  great  favor.  The  call  was  heard,  a  con- 
vention was  announced,  and  duly,  in  September,  1845,  the  first  teachers'  insti- 
tute of  the  west  was  conducted  in  Sandusky,  Ohio.  The  chief  speakers  were 
Salem  Town,  Asa  D.  Lord,  and  Al.  F.  Cowdery ;  Dr.  Lord,  at  that  time  prin- 
cipal of  the  Western  Reserve  Teachers'  Seminary  —  a  school  opened  in  1838, 
at  Kirtland,  by  the   Rev.    Nelson   Slater  and   Mr.   Cowdery,  a   teacher  therein. 

About  one  hundred  persons  are  credited  with  attendance  at  this  opening  of 
the  institute  campaign,  now  sixty  years  ago.  Its  success  was  great  enough  to 
induce  a  following,  and,  in  October,  the  instructors  already  named,  assisted  by 
M.  D.  Leggett,  conducted  a  second  institute  at  Chardon.  It  had  a  much  larger 
attendance  of  teachers  than  its  predecessor,  and  many  of  the  leading  citizens, 
not  engaged  directly  in  educational  work,  were  drawn  to  it  by  the  earnest  words 
of  the  speakers. 

It  may  be  that  the  name.  County  Teacliers'  Institute,  needs  no  definition  but 
it  has  a  double  signification, —  an  organization  of  the  teachers  of  a  county,  or 
as  many  of  them  as  the  Ohio  persuasion  plan  will  summon,  for  the  purpose  of 
improvement  in  their  art,  and  also  a  meeting  of  that  organization.  The  officers 
commonly  were  —  it  is  now  changed  and  a  matter  of  statute  —  a  president,  vice- 
president,  secretary,  treasurer,  an  executive  committee  of  three,  and,  sometimes, 
a  critic ;  their  duties  suggested  by  their  titles.  The  institute  in  most  counties 
holds  a  session  once  a  year,  continuing  one  week.  Sometimes  it  begins  verv 
late  on  Monday  and  ends  very  early  on  Friday.  Five  days  arc  scant  time,  but 
the  statute  demands  only  four. 

Resuming  our  narrative,  in  1846  institutes  were  held  in  Ashtabula,  GeauTa. 
Lake,  Lorain,  Richland,  Trumbull,  and  Warren  counties,  and  Hon.  Samuel  Gal- 
loway, Secretary  of  State,  and  by  that  fact.  State  Superintendent  of  Schools, 
referred  to  these  institutes  in  the  following  language: 

"Were  this  same  instrumentality  extensively  adopted  in  Ohio,  it  would 
breatlie  the  spirit  of  a  new  creation  upon  our  common  school  system.  These 
associations  must  tend  to  promote  a  professional  spirit  and  independence  —  an 
enlarged  view  of  the  dignity  and  responsibility  of  the  teacher's  vocation  —  ambi- 
tion to  attain  the  highest  standard  of  attainment  which  may  be  exhibited  by  any 
teacher  —  imitation  of  the  best  modes  of  instruction  and  discipline,  and  active 
co-operation  in  all  that  is  calculated  to  promote  general  intelligence." 

Henry  D.  Barnard,  the  "inventor"  of  the  institute,  the  distinguished  State 
Superintendent  of  the  schools  of  Connecticut,  in  which  State  the  first  institute 


lo6  EDUCATIONAL  HISTORY  OF  OHIO 

in  America  was  held,  spent  several  weeks  this  year  in  Ohio,  lecturing  in  Cleve- 
land, Cincinnati,  and  other  prominent  cities.  The  people  heard  him  gladly,  and 
his  influence  lifted  higher  the  rising  tide  of  educational  enthusiasm. 

There  were  institutes,  in  1847,  in  the  counties  following:  Ashland,  Ashta- 
bula, Delaware,  Geauga,  Hamilton,  Lake,  Medina,  Summit,  Stark,  Trumbull, 
and  Warren.  Two  sessions  were  held  in  Summit,  and  Stark  and  Wayne  held 
two  joint  institutes. 

Early  this  year,  February  8,  the  Legislature  of  Ohio  passed  a  law  to  encour- 
age Teachers'  Institutes,  the  preamble  of  which  does  not  sound  like  cold  business 
legislation  but  breathes  the  institute  spirit  and  was  written,  it  were  safe  to 
assume,  by  one  of  the  "fathers" :  "Whereas,  it  is  represented  that  in  several 
counties,  associations  of  teachers  of  common  schools,  called  Teachers'  Institutes, 
have  been  formed  for  the  purpose  of  mutual  improvement,  and  advancement  in 
their  profession,  which,  it  is  represented,  have  already  accomplished  much  to 
elevate  the  standard  of  common  school  instruction  in  their  respective  counties : 
therefore,  in  order  to  encourage  such  associations,  and  thus  promote  the  cause 
of  popular  education,  be  it  enacted." 

The  act  was  declared  in  force  only  in  the  counties  of  Ashtabula,  Lake, 
Geauga,  Cuyahoga,  Erie,  Lorain,  Medina,  Trumbull.  Portage,  Summit,  and 
Delaware.  In  these  counties  the  commissioners  were  authorized  — "it  shall  be 
lawful"- —  to  pay  over  to  the  county  board  of  examiners  on  the  order  of  the 
county  treasurer  a  portion  of  the  annual  avails  of  a  certain  fund  which  had  come 
from  the  United  States  treasury  when,  in  December,  1836,  Ohio  had  accepted 
its  proportion  of  the  surplus  revenue  therein  eddied,  and  had  later  apportioned 
it  among  the  counties  on  the  usual  basis  of  the  number  of  white  male  inhabitants 
over  twenty-one  years.  The  examiners  must  expend  one-half  of  this  sum  in 
the  payment  of  lecturers  for  the  institute,  and  one-half  to  purchase  and  support 
a  library  for  the  use  of  the  institute. 

This  law,  except  one  fatal  weakness,  was  well  planned ;  but  though  it  set 
out  with  such  a  gracious  preamble,  and  next  year  was  given  the  right  of  way 
throughout  the  state,  almost  nothing  came  of  it.  Institutes  were  held  that  year 
and  the  next  in  most  of  the  counties  to  which  the  original  act  applied,  but  the 
county  commissioners  must  have  bored  extremely  small  gimlet  holes  into  the 
treasury  —  if  leave  be  granted  to  borrow  a  classic  metaphor  —  and  not  have 
followed  with  the  auger,  for  it  does  not  appear  that  any  library  came  into  being 
as  the  purchase  of  the  second  half  of  the  money. 

To  the  same  impotent  conclusion  came  the  act  created  at  the  same  time  to 
provide  for  the  appointment  of  a  county  superintendent  in  any  county  wherein 
the  voice  of  the  people  should  call  for  him. 

It  was  just  said  that  almost  nothing  came  of  these  acts.  This,  however, 
may  stand  to  their  credit.  They  were  an  admission  on  the  part  of  the  legis- 
lative branch  of  the  government  that  something  was  the  matter  with  the  patient 
though  it  admitted  of  too  much  local  option  in  dealing  out  the  medicine.  In 
1863,  Commissioner  White  wrote :  "The  design  of  the  law  is  frustrated  through 
the  indifference  of  County  Commissioners.  I  know  of  but  one  board  who  voted 
any  'encouragement'  to  an  institute  during  the  past  year." 


EDUCATIONAL  HISTORY  OF  OHIO  107 


In  1849  the  General  Assembly  made  what  was  probably  an  improvement 
upon  the  foregoing  statute.  The  county  commissioners  were  authorized  —  they 
were  not  required  —  to  add  to  the  sum  which  came  to  the  institute  treasury 
siufticient  to  make  it  one  hundred  dollars;  but  this,  on  the  condition  that  forty 
practical  teachers,  permanent  residents  of  the  county  —  there  is  a  touch  of  grim 
humor  in  that  •'permanent"— shall  declare  their  purpose  to  attend  the  projected 
institute,  and  their  petition,  to  carry  weight,  must  bear  the  written  approval  of 
the  county  examiners.  But  there  is  another  condition  which  would  test  the 
earne.stness  of  the  teachers  and  admonish  them  of  the  sweet  uses  of  economy. 
Whatever  amount  they  ask  of  the  county,  they  must  themselves  first  pay  down 
or  secure  the  paying  down  of  a  sum  half  as  large. 

It  must  be  borne  in  mind  that  for  the  institutes  of  the  first  two  years  after 
the  initial  one  there  was  no  fund  for  their  maintenance  provided  by  the  law. 
Their  only  sources  of  supply  were  the  pockets  of  teachers  and  of  other  friends 
of  public  education. 

This  act  was  amended  —  so  far  an  utterly  superfluous  statement  —  the  fol- 
lowing year,  by  a  provision  that  all  the  money  used  under  the  provisions  of  the 
act  amended,  in  purchasing  libraries,  shall  be  used  in  purchasing  and  supporting 
suitable  common  school  libraries  for  the  several  common  school  districts  in  the 
several  counties  in  the  state  that  may  be  in  possession  of  the  funds  named  in  the 
act. 

The  Journal  of  Education  for  1852  contains  Mr.  Lorin  Andrews's  table  of 
institute  statistics,  collated  and  reported  by  him  as  chairman  of  the  executive 
committee  of  the  State  Teachers'  Association. 

Progress  had  been  great.  Institutes  were  held  in  forty-one  counties.  The 
aggregate  membership  was  3,251.  They  were  held  in  every  month  but  Janu- 
ary, February,  June,  and  July.  The  names  of  a  number  of  the  instructors  and 
evening  lecturers  are  familiar  to  the  older  folk  of  the  present  generation  of 
teachers,  a  far  greater  number  were  never  known  or  have  been  forgotten.  Of 
the  former  are  Lorin  Andrews,  John  Ogden,  M.  F.  Cowdery,  Edward  Olney, 
Asa  D.  Lord,  T.  W.  Harvey,  I.  W.  Andrews,  C.  S.  Bragg,  S.  B.  Parker,  Mrs. 
S.  B.  Parker,  O.  N.  Hartshorn,  A.  Schuyler,  J.  Tuckerman,  Anson  Smyth, 
W.  N.  Edwards,  G.  K.  Jenkins,  Rev.  S.  Boyd,  D.  F.  De  Wolf,  M.  D.  Leggett. 

Of  course  the  writer  must  have  looked  through  the  glass  of  his  own  memory. 
No  other  list  would  be  just  like  it  —  "yet  each  believes  his  own." 

The  executive  committee,  far  from  being  content  with  this  great  advance 
beyond  the  mark  of  former  years  sent  out  their  proclamation  in  January,  1852. 
It  is  part  of  educational  history.  Some  of  its  paragraphs  follow :  "Well  quali- 
fied and  experienced  teachers  will  be  called  upon  to  spare  from  the  various  fields 
of  local  labor  a  week  or  two  of  valuable  time,  and  devote  themselves,  their 
talents,  their  energies  and  experience  to  the  instruction  of  the  teachers  assembled 
in  the  instiKites ;  and  the  friends  of  education  in  each  county,  are  hereby  earn- 
estly requested  to  make  the  necessary  arrangements  for  holdins^  an  Institute. 
In  any  county  in  which  there  is  a  reasonable  assurance  that  a  sufficient  number 
of  teachers  will  be  willing  to  attend  an  Institute,  the  County  Examiners,  or  the 


lo8  EDUCATIONAL  HISTORY  OF  OHIO 

Executive  Committee  of  a  County  Educational  Association,  or  a  self -constituted 
body,  ought  to  act  as  a  Committee  of  preliminary  arrangements." 

The  Executive  Committee  hope  to  be  able  to  supply  all  the  Institutes  with 
lecturers,  if  application  be  made  early.  It  is  expected  that  the  traveling  ex- 
penses of  lecturers  will  be  paid ;  and  though  it  is  not  required,  yet  it  is  hoped 
and  believed  that  a  fair  compensation  for  their  labor  and  time  will  be  given  them. 

T*  ^  ^  ^ 

In  a  large  number  of  counties  of  the  State,  the  County  Examiners  occupy 
the  last  day  of  the  session  of  the  institute  with  an  examination  of  teachers ;  and 
to  those  teachers  who  have  attended  the  institute,  certificates  are  usually  granted 
free  of  charge." 

The  force  of  suggestion  could  no  further  go. 

The  treasury  of  the  county  institute  still  rested  on  the  rather  sandy  founda- 
tion of  voluntary  contributions  and  the  general  code  of  1853,  so  helpful  to  edu- 
cational interests  elsewhere,  did  nothing  to  steady  the  structure,  the  only  mention 
of  institutes  therein  is  in  the  naming  of  the  duties  of  the  State  Commissioner: 
"superintending  and  encouraging  Teachers'  Institutes,"  making  a  report  con- 
cerning them,  and  causing  laws  concerning  them  to  be  printed  and  distributed. 

.School  Commissioner  Barney  in  a  spirit  of  high  optimism,  terms  this  an 
emphatic  indication  of  approval  of  these  associations  on  the  part  of  the  State 
Legislature,  and  infers  from  it  that  the  authorization  of  the  county  commis- 
sioners — "shall  be,  and  they  are  hereby  authorized" —  should  be  understood  by 
them  as  "almost  purporting  a  command,"  when  the  sources  of  the  before  men- 
tioned one  hundred  dollars  should  from  any  reason  fail,  "to  make  up  such  sum 
from  any  moneys  in  the  county  treasury,"  and  in  case  there  are  no  moneys,  "to 
levy  a  tax." 

Pertinent  to  this  matter,  or  made  pertinent  by  its  reversal  eleven  years  after- 
ward, was  the  negative  provision  in  the  law  concerning  teachers'  .examinations : 
"No  fee  or  charge  shall  be  made  for  a  certificate."  The  doctrine  seemed  to 
reign  in  the  minds  of  many  that  if  the  law  compelled  teachers  to  undergo  so 
unnecessary  a  process,  and  often  so  merely  formal,  as  examination,  it  might  have 
the  grace  to  do  it  without  price.  An  examination  fee  is  a  tax  for  the  support 
of  the  institute.  It  is  heaviest  upon  those  most  in  need  of  the  institute,  but 
often  by  failure  to  attend,  they  fail  to  profit  by  their  investment.  If  ambition 
be  his  tutor  and  study  his  habit  there  is  a  right  honorable  road  which  will  lead 
the  teacher  out  of  this  unwelcome  land  of  examinations  and  taxes. 

In  1854,  \h.  Barney's  table  of  institutes  shows  that  forty-one  were  held, 
several  for  a  fraction  of  a  week,  but  nearly  all  for  a  week.  Like  preceding 
tables  of  institutes  this  gives  no  statement  of  the  amount  of  funds  raised  and 
how  distributed.  We  can  not  learn  from  it  what  branches  were  taught  by  the 
"instructors,"  and  upon  what  themes  the  "lecturers"  found  freer  scope  for  their 
eloquence.  The  attendance  varied  from  30  in  Adams  and  Stark  to  130  in  Portage. 
Many  new  names  appear  among  the  instructors  and  lecturers,  as  H.-  H.  Barney, 
Horace  Mann,  R.  W.  Stevenson.  Daniel  Vaughn,  W.  T.  Coggeshall,  A.  J.  Rick- 
oflf,  C.  R.  Shreve,  Alfred  Holbrook,  Isaac  Sams,  W.  C.  Catlin,  Joseph  Ray, 
Cyrus  Knowlton,  C.  S.  Royce,  O.  N.  Hartshorn,  J.  Williams,  and  many  more. 


I 


EDUCATIONAL  HISTORY   OF  OHIO  109 

« 

Enthusiasm,  as  Acres  found  by  personal  experience  is  true  of  valor,  "is  a 
thing  that  comes  and  goes."  In  1857,  three  years  after  the  date  of  the  statistics 
just  given  there  were  institutes  in  twenty-one  counties ;  in  1858,  there  were 
eighteen  institutes  held  in  sixteen  counties ;  in  1859,  there  were  fourteen  insti- 
tutes held  in  thirteen  counties. 

In  the  first  of  these  three  years  $1,569  were  received  from  members;  $521 
from  County  Commissioners  —  Champaign,  Clermont,  and  Seneca,  each  $100  — 
and  an  air  of  good  fellowship  and  cultured  geniality  is  thrown  upon  the  scene 
by  the  appearance  among  the  public  lecturers  of  "All  hands,"  and  "Our  Literary 
Gentlemen."  In  the  second,  received  from  members,  $1,968;  from  commis- 
sioners, $325,  Clermont  and  Preble  each  granting  $100.  Among  the  public 
lecturer?  were  Eli  T.  Tappan  and  James  A.  Garfield.  No  dividing  line  between 
instructors  and  lecturers.  In  the  third,  received  from  members,  $1,591  ;  from 
commissioners,  $305,  from  other  sources,  $72.14.  Names  of  instructors  are 
not  given,  onlv  the  "I'rincipals."  There  were  lecturers  though,  seventy-one,  all 
"male,"  and  Prof.  James  A.  Cjarfield  is  quoted  in  the  Journal  of  Education  as 
speaking  upon  Surplus  Power  in  Reserve  for  the  Teacher,  English  Composition, 
and  Theory  and   Practice  of  Teaching. 

In  i860,  there  were  nineteen  county  institutes  held  in  eleven  counties,  Bel- 
mont, Cuyahoga,  Wayne  and  Morrow  entertaining  two  each ;  received  from 
members,  $1,856.50;  from  commissioners,  $500;  Athens,  Preble,  Ross,  Trum- 
bull, and  Tuscarawas  granting  $100  each.  Herman  Krusi,  Robert  Kidd,  Charles 
Louis  Loos,  Eli  T.  Tappan,  John  H.  Klippart,  W.  D.  Henkle,  were  among  the 
public  lecturers. 

In  1861,  there  were  ten  institutes  held  in  nine  counties,  two  of  them  con- 
tinuing five  weeks ;  three,  si.x  weeks ;  one,  three  weeks ;  one,  two  weeks ;  three, 
one  week.     Evidently  this  was  a  normal  institute  year  mainly. 

In  1862,  no  report  concerning  institutes  was  made,  and  none  in  1863,  beyond 
the  statement  of  the  commissioner  that :  "this  year  only  twenty  institutes  have 
been  held,  attended  bv  about  a  thousand  teachers.  Seven  of  these  institutes 
were  normal  institutes,  continuing  from  four  to  six  weeks." 

In  1864,  March  18,  an  act  of  the  Ohio  Legislature  went  into  eflfect  that 
proved  a  substantial  aid  to  the  cause  of  the  county  institute  by  furnishing  the 
"sinews  of  this  war."  It  enacted  that,  "as  a  condition  of  examination,  each  male 
applicant  for  a  certificate  shall  pay  the  board  of  examiners  a  fee  of  fifty  cents, 
and  each  female  applicant  a  fee  of  thirty-five  cents.  The  necessary  traveling 
expenses  of  the  examiners,  afterwards  limited  to  one-third  of  the  fees,  being 
paid  out  of  it  on  the  order  of  the  county  auditor,  the  balance  of  the  sum  of  the 
fees  remained  in  the  county  treasury  as  an  institute  fund. 

This  law  has  since  been  amended  and  the  total  of  the  fees  from  appli- 
cants for  certificates  goes  into  the  institute  fund  of  the  county,  and  until  1904 
the   traveling  expenses  of  the  examiners  were  paid  from  the  county   treasury. 

To  continue  the  minute  relation  of  the  statistical  history  of  the  county  insti- 
tute would  be  to  go  beyond  the  allotted  space.  Thus  far  so  much  of  bare  facts 
and  figures  has  been  given  that  the  reader,  interested  in  the  present,  may  better 


no  EDUCATIONAL  HISTORY   OF   OHIO 

appreciate  what  he  sees  and  touches  of  the  educational  hfe  of  the  State  from 
the  taking  of  a  steady  look  at  one  of  its  factors  and  the  efficient  causes  thereof, 
what  the  first  preachers  of  this  gospel  meant  to  do  and  amid  what  difficulties 
they  tried  to  do  it.  Hence  this  part  of  our  narrative  will  have  an  end  in  a 
short  table  giving  the  total  expenditures  for  county  institute  purposes  in  the 
years  noted : 

1858  $2,327  00 

1868  9.274  09 

1878 17.099  28 

1888 23.836  45 

1898 27.042  22 

1903  28.089  74 

Institutes  in  the  great  majority  of  the  counties  have  been  held  yearly  since 
the  statute  of  1864.  Without  reference  to  the  ideal  organization,  the  practiced 
observer  sees  that  the  Ohio  institute  has  done  and  is  still  doing  with  full  intent 
a  two-fold  work.  The  proportion  of  each  in  the  mass  and  severally  is  con- 
stantly varying.  In  the  early  institutes,  one  would  judge  from  the  records 
which  have  tarried  till  our  time,  the  work  was  general  in  its  character,  eloquent 
—  for  elcKiuence  on  all  platforms  more  abounded  then  than  now  —  the  present 
is  in  too  big  a  hurry  to  be  eloquent  —  germane  to  the  great  theme  of  popular 
education  and  the  public  school  as  an  instrumentality,  and  the  imperative  duty 
of  the  people  and  of  the  State.     Here  is  a  pretty  broad  program : 

1.  What  is  Education?    Intellectual,  Physical,  Moral,  Individual,  Universal. 

2.  Progress  and  Triumph  of  Our  Common  School  System. 

3.  Systematic  Education. 

4.  Life,   or  the  Complete   Man. 

5.  The  Duties  and  Responsibilities  of  Teachers. 

6.  The  Mathematics  and  the   Languages. 

As  we  come  down  the  decades,  the  leading  line  of  discussion  -^  the  only  one 
the  founders  meditated  —  is  the  science  and  art  of  education  and  school  man- 
agement, with  a  horizon  broadening  to  the  history  of  education,  the  lives  of 
educational  reformers,  and,  finally,  psychology. 

But  the  institute  was  and  is  in  the  hands  of  a  committee  who  represent  the 
teachers.  The  lecturer  does  not  come  from  some  superior  headquarters  with  a 
message  burning  for  utterance  in  this  direction,  or  that.  The  committee  has 
heard  of  him  or  from  him,  has  written  to  him,  has  again  heard  from  him,  and 
again  written  to  him,  and  even  before  the  statute  of  1864,  in  many  counties,  as 
is  shown  by  the  sums  collected  and  disbursed,  has  l)ound  itself  to  pay  him  a 
generous  fee.  So,  the  teachers,  through  their  committee,  have  a  very  audible 
voice  in  selecting  the  meat  upon  which,  like  modern  Caesars,  they  will  feed. 
They  have  not  forgotten  the  examination,  that  coming  event  that  casts  its 
shadow  before,  they  visualize  the  place  and  the  process,  mindful  that  "we  build 
the  ladder  by  which  we  rise''  to  the  envied  height  of  a  certificate,  out  of  arith- 


EDUCATIONAL  HISTORY   OF  OHIO  m 


metic,  grammar,  geography,  history, —  perchance  reading  and  writing,  and  kin- 
dred academic  rounds. 

One  does  not  require  any  rare  gifts  to  tell  the  result;  but,  on  the  other 
side,  he  must  not  too  heavily  shade  the  picture  by  his  stern  theory  as  to  the 
raison  d'etre  of  institutes.  Look  at  it  from  the  instructor's  point  of  view.  The 
story  runs  that  an  attorney  with  abundant  emphasis  told  his  client :  "They  can't 
put  you-  in  jail  for  that."  "But  I  am  in,  though,"  through  the  grating,  quoth 
the  client. 

"1  am  here  to  teach  you  how  to  teach  arithmetic,  grammer,  and  the  rest. 
You  are  presumed  to  know  the  legal  branches  and  know  them  well." 

"But  we  don't,  though,"  is  the  sad  and  very  true  response. 

What  did,  what  does,  the  instructor  do?  "Say,  ye  severest,  what  would 
you  have  done?"  Why,  discuss  vital  parts  of  the  assigned  topic,  —  he  is  ready 
for  that  or  he  has  no  business  there,  —  and  along  with  the  discussion,  when  the 
minds  of  the  untrained  listeners  are  awake  to  the  beauty  of  truth  when  found, 
an  individual  subjective  lesson,  a  scrutiny  of  the  way  along  which  the  words 
of  the  speaker  found  entrance  into  his  mind,  then  a  resolve  to  go  and  to  try 
with  his  might  to  do  likewise  with  his  pupils. 

Interspersed  with  these  exercises  there  was,  there  is,  almost  certainly  dis- 
cussion of  questions  about  school  management  and  government,  and  the  cure 
of  the  sorest  ills  that  juvenile  flesh,  during  school  hours,  is  heir  to. 

For  concrete  examples  here,  hundreds  of  teachers  can  recall  a  Harvev, 
teaching  geography ;  a  Tappan,  teaching  arithmetic ;  a  Williams  or  a  Henkle, 
teaching  grammar. 

In  another  class  of  institutes  there  was  solely  review  work ;  in  tlie  mild 
slang  of  the  day,  "examination  cram."  The  meetings  were  not  without  fruit, 
but  the  leading  purpose  of  an  institute  was  ignored.  The  fruitage  might,  how- 
ever, have  been  less  if  the  same  instructors  had  ventured  upon  the  uncharted 
sea  of  pedagogy. 

A  degree  of  fashioning  for  entertainment  has  always  been  regarded  allow- 
able m  the  evenings,  a  relaxation  to  those  who  had  been  really  at  work,  a  bid 
for  public  good  will,  but  there  is  a  present  tendency  setting  in  strongly  for  even- 
ing lectures  at  all  liours.  The  eminently  fair-minded  Commissioner  Harvey 
once  wrote :  "They  have  been  exceedmgly  useful  in  the  past,  and  will  do  a 
good  work  in  the  future,  without  the  assistance  which  the  State  ought  to  fur- 
nish. *  *  *  A  portion  of  the  time  of  each  session  of  almost  every  county 
institute  is  now  wasted  in  the  discussion  of  imimportant  questions,  in  listening 
to  lectures  on  subjects  having  no  direct  connection  with  actual  school  work,  or 
in  the  exemplification  or  elucidation  of  methods  which  can  not  be  employed  in 
all  classes  of  schools."  A  partial  remedy  for  the  last  fault  is  sometimes  devised 
by  having  lecturers  suited  to  teachers  of  different  degrees  of  experience,  and 
concerning  the  work  of  different  grades,  in  progress  at  the  same  hour,  and 
letting  teachers  select  accordingly,  or  their  principals  select   for  them. 

Out  of  this  notion  of  furnishing  instruction  specifically  suited  to  the  needs 
of  the  instructed  grew'  the  citv  institute. 


112  EDUCATIONAL   HISTORY   OF   OHIO 

Instead  of  the  universal  scarcity  of  funds  for  the  maintenance  of  the  county 
institute  a  fat  treasury  is  now  not  a  rare  thing  and  the  committee  can  with 
that  magic  wand  summon  lecturers  of  the  widest  reputation  from  far  and  near. 

Sometimes  the  work  of  these  specialists  deserves  high  praise  and  the  large 
fees  which  go  with  it,  for  the  uplift  it  gives  to  life's  common  way.  The  speaker 
has  acquired  skill  during  years  of  personal  experience  and  observation ;  he  has 
detected  some  of  the  teacher's  manifold  problems  and  found  an  apparent  solu- 
tion ;  and  acquired,  when  he  was  not  to  the  manner  born,  a  genial  mode  of  com- 
munication, so  that  long  put  away  fruits  have  all  the  flavor  of  spring,  and  the 
often  told  incident  has  the  sparkle  of  first  discovery.  It  is  not  the  best  treat- 
ment the  institute  could  have,  but  it  is  good. 

One  of  the  most  efficient  of  institute  instructors  and  students  of  pedagogy 
in  all  its  departments  once  bore  witness  as  to  the  characteristics  of  another  one, 
perhaps,  of  the  several  classes  of  instructors :  "It  is  well  known  that  some  in- 
structors have  budgets  of  "taking'  lectures,  'telling'  lessons,  and  'rattling'  speeches, 
one  or  at  most  two  on  a  subject,  rather  than  a  body  of  systematic  instruction; 
the  whole  often  giving  an  institute  a  highly  sensational  character.  Specializa- 
tion would,  it  is  believed,  tend  to  expel  sensationalism  and  give  new  dignity  to 
the  work."  These  remarks  were  made  in  1889.  It  is  for  the  reader  who  knows 
the  ]3resent  to  determine  whether  they  are  current  history  as  well  as  past. 

Ten  years  ago,  an  inspector  from  a  sea-board  city  said  concerning  the  Ohio 
institute  that  the  conditions  are  peculiar ;  no  county  superintendents  and  no 
State  fund.  "The  committee  has  absolute  authority  in  the  employment  of 
talent,"  as  though  talent  were  something  that  can  sit  on  a  seat  and  stand  on 
a  platform.  "In  one  county  the  surplus  fund  secured  by  the  fifty  cent  deposit 
required  of  applicants   for  certificates  amounts  to   seventeen  hundred   dollars." 

"There  is  no  compulsion  regarding  attendance,  no  financial  inducement,  and 
no  direct  advantage  except  in  personal  improvement.  The  volunteer  element 
has  some  decided  advantages.  The  teachers  are  there  because  they  wish  to  be. 
The  earnest  members  of  the  profession  are  in  attendance.  They  appreciate 
professional  work  and  seek  that  which  inspires  them  to  make  the  most  of  them- 
selves as  teachers." 

An  effort  to  better  the  instruction  at  the  county  institutes  was  made  a  few 
vears  ago  by  the  State  Teachers'  Association.  This  body  requested  the  State 
Commissioner  to  select  committees  whose  task  it  would  be  to  prepare  syllabi 
upon  the  different  topics ;  grammar,  geography,  and  the  other  themes  commonly 
discussed.  The  committees  were  chosen  and  they,  in  due  time,  completed  their 
labors,  the  syllabi  were  printed  at  the  cost  of  the  Association  and  sent  out  by  the 
Commissioner  to  the  institute  authorities. 

The  use  of  these  syllabi  at  the  institutes  could  not  have  been  general  though 
many  copies  may  have  found  the  way  to  teachers'  school-room  desks  or  study 
tables,  and  peradventure,  wrought  a  good  service.  The  preacher  is  not  likely 
to  change  his  text  after  reaching  the  church,  nor  is  the  congregation  desirous 
that  he  should.  \'ery  rarely  would  he  be  willing  that  the  heads  of  the  dis- 
course should  be  given  him,  feeling  so  confident  of  his  own  ability  in  that  line. 


EDUCATIONAL  HISTORY  OF  OHIO 


"3 


One  grievous  defect  of  the  county  institute  system,  a  remedy  for  which 
has  been  attempted  before  and  is  written  more  strenously  into  the  code  of  1904, 
is  its  failure  to  reach  the  "submerged"  third  or  even  half  of  those  for  whose 
good  it  was  devised.  The  instructor  meets  the  upper  fraction  at  the  institute, 
while  those  who  most  need  him  are  not  even  "conspicuous  by  their  absence." 
It  is  their  wont.  Commissioner  Hancock  suggested  a  law  that  would  make  a 
certificate  of  attendance  at  the  county  institute  for  the  current  year,  of  at  least 
four  days,  unless  he  shall  have  been  excused  by  the  county  examiners,  to  be 
filed  with  the  township  clerk  as  a  condition  precedent  to  the  issuing  of  an  order 
for  the  payment  of  the  teacher's  salary. 

In  the  long  struggle  for  county  supervision  the  people  were  assured  that 
such  an  officer  would  at  least  cure  the  ill  of  non-attendance  upon  the  sessions 
—  all  of  them  —  of  the  institute,  but  county  supervision  is  not  imminent.  Mr. 
Hancock's  suggestion  has  not  been  given  force.  It  would,  at  any  rate,  be 
largely  with  the  county  examiners,  and  it  lies  there  without  any  new  legislation. 

Much  of  other  things  beside  "virtue"  lies  in  an  "if" ;  but  if  the  people  would 
elect  a  probate  judge  who  would  appoint  no  man  county  examiner  but  on  the 
condition  that  he  would  personally  and  officially  aid  everything  in  the  county 
designed  to  improve  the  quality  of  public  school  instruction,  the  teachers  in 
very  much  larger  numbers  would  be  present  at  the  institute,  and  the  examiner 
aforesaid  not  absent.  If  in  every  county  every  teacher  should  receive  from  the 
executive  committee  timely  notice  of  the  coming  institute,  and  no  matter  how 
far  out  in  the  country  lies  his  present  or  prospective  work,  or  how  recent  his 
coming  into  the  county  may  be,  if  he  be  met  by  some  one  to  make  him  feel  at 
home  instead  of  wishing  he  were  there,  'tis  not  in  mortals  to  command  success 
but  this  institute  will  have  gone  far  toward  deserving  it. 

Under  the  recent  code,  to  have  an  institute  it  must  be  that  at  least  thirty 
practical  teachers,  residents  of  the  county,  must  declare  their  purpose  to  attend 
such  session.  The  officers  are  a  president  and  a  secretary,  elected  by  ballot 
for  one  year,  and  an  executive  committee  of  three  members,  one  elected  each 
year  for  three  years.  The  president  and  secretary  are  members  of  the  executive 
committee  by  virtue  of  their  office.  There  is  no  treasurer.  His  occupation's 
gone  since  the  executive  committee  give  bond,  manag?  the  financial  aflFairs,  and 
"account  faithfully  for  the  money."  The  declaration  of  the  "thirty"  and  this 
bond  are  the  county  auditor's  warrant  for  giving  to  the  "institute  committee" 
an  order  on  the  county  treasurer  for  the  institute  fund.  This  fund  is  the  sum 
of  the  examination  fees  paid  by  applicants  for  certificates,  licenses  to  teach,  from 
the  board  of  county  examiners,  not  as  their  pay  but,  as  has  been  said,  an  invol- 
untary  contribution   to  the   support  of  the  institute. 

The  statute  requires  the  secretary  to  report  to  the  State  commissioner  of 
schools  certain  essential  items  and  allows  ten  dollars  for  this  report  and  his 
services  as  secretary,  a  penalty  of  fifty  dollars  hanging  over  him  to  prevent 
failure. 

When  a  teachers'  institute  has  not  been  held  in  any  county  within  two  years 
the  commissioner  of  common  schools  mav  hold  one  or  cause  it  to  be  held. 


114  EDUCATIONAL  HISTORY  OF  OHIO 

It  appears  to  have  been  the  intention  of  the  legislature  to  require  any 
board  of  education  to  pay  the  teachers  in  its  employ  a  week's  salary  for  attend- 
ance upon  the  county  institute,  if  it  is  held  in  vacation,  and  two  weeks'  salary 
if  they  must  dismiss  their  schools  in  order  to  attend.  The  text  runs :  All 
teachers  of  the  public  schools  within  any  county  in  which  a  county  institute  is 
held  may  dismiss  their  schools  for  one  week  for  the  purpose  of  attending  such 
institute,  and  when  such  institute  is  held  while  the  schools  are  in  session  the 
boards  of  education  of  all  school  districts  are  required  to  pay  the  teachers  of 
their  respective  districts  their  regular  salary  for  the  week  they  attend  the  insti- 
tute upon  their  presenting  certificates  of  full  regular  daily  attendance  at  said 
institute  signed  by  the  president  and  secretary  thereof;  the  same  to  be  paid  as 
an  addition  to  the  first  month's  salary  after  said  institute  by  the  board  of  edu- 
cation by  which  said  teacher  is  then  employed,  or  in  case  he  is  unemployed  at 
the  time  of  the  institute,  then  by  the  board  next  employing  said  teacher,  pro- 
vided the  term  of  said  employment  began  within  three  months  after  said  insti- 
tute closes. 

At  the  institutes  of  the  season  following  this  legislation  a  reasonable  inter- 
pretation of  Its  meaning  did  not  need  a  place  on  the  program  for  free  and 
earnest  discussion. 

Laws  many ;  suggestions  ot  all  degrees  of  practicability ;  criticism,  favor- 
able and  unfavorable,  world-wide ,  the  experience  of  three-score  years ;  unbound 
volume  upon  volume  of  testimony  by  successful  teachers  of  mature  years  as  to 
the  benefit  they  received  from  this  organization,  all  leave  the  Ohio  institute  not 
only  an  important  part  of  the  Ohio  school  system  but  an  absolutely  essential 
part.  It  could  be  improved,  and  there  is  reason  to  believe  that  the  door  to 
improvement  will  stand  open. 

There  mav  be  a  school  of  architecture  whose  votaries  fix  the  portico  at  the 
rear  of  the  house,  but  the  place  of  holding  institute  sessions  has  had  no  word  in 
this  epistle.  There  are  counties  wherein  it  meets  year  after  year  at  the  county 
seat,  and  there  are  counties  whose  teachers  believe  that  good  results  from  the 
institute's  itinerating.  They  say  that  public  interest  is  aroused,  and  good  done, 
when,  in  the  smaller  towns,  the  people  come  out  to  see  and  hear;  and  this  they 
do  not  do  amid  the  multiplied  distractions  of  the  cities  and  larger  towns. 

There  is  a  custom,  not  so  general  as  it  was  formerly,  of  having  a  minister 
of  the  nearby  open  the  exercises  with  Scripture  reading  and  prayer,  generally 
withdrawing  soon  afterward,  strange  as  that  would  have  seemed  in  the  early 
days  when  the  clergymen  took  so  active  a  part  in  the  proceedings  of  educational 
meetings.  After  the  opening  a  gentleman  representing  the  locality  is  intro- 
duced. His  mission  is  to  deliver  an  address  of  welcome,  the  ingredients  of 
which  are  likely  to  be  a  few  pleasant  sentences,  "voicing"  the  good  will  of  the 
residents  toward  the  cause  of  education  and  its  devotees,  the  teachers  of  the 
"rising  generation."  A  vein  of  humor  runs  through  an  enumeration  of  the 
attractive  features  of  the  town,  especially  its  schools,  their  efficient  superintendent 
and  his  excellent  assistants,  then  good  wishes,  a  repeated  welcome,  and  an  end 

The  historian's  pen  would  not  tell  the  whole  truth  did  it  not  admit  that  the 
bidder  of  welcome  sometimes  takes  his  function  o'er  seriously ;    lauds  the  teach- 


EDUCATIONAL  HISTORY  OF  OHIO 


"5 


ers'  profession,  then  proceeds  to  make  smooth  roads  through  the  rough  places 
and  to  bridge  the  broad  chasms  with  an  address  upon  education,  or  it  may  be  a 
■'view"  straining  for  utterance  upon  some  heresy  of  the  text-books.  But  no 
harm  is  done,  and  the  welcomer  is  welcome. 


CHAPTER  XI 


COUNTY  AND    LOCAL    EXAMINATION 
OF   TEACHERS 


1 


COUNTY  AND    LOCAL    EXAMINATION 
OF   TEACHERS 


IN  1821,  January  22,  the  first  general  school  law  was  passed.  At  this  point  we 
are  concerned  only  with  the  fact  that  provision  is  made  for  the  election 
of  a  school  committee  who  are  authorized  to  cause  the  erection  of  a 
school-house  and  to  employ  "a  competent  teacher  or  teachers."  The  committee 
may  test  this  competency  in  its  own  way,  or  take  it  for  granted.  Four  years 
thereafter,  in  the  act  of  February  5,  1825,  it  was  made  the  duty  of  the  Court  of 
Common  Pleas  of  each  county  to  appoint  annually  three  suitable  persons,  to  be 
called  examiners  of  Common  Schools.  In  addition  to  their  function  as  exam- 
iners of  teachers,  any  one  or  more  of  them  could  visit  the  schools  in  the  county, 
and  examine  the  same,  and  give  such  advice  relative  to  discipline,  mode  of  in- 
struction, and  management,  as  they  might  think  beneficial.  A  teacher  who  had 
not  from  one  or  more  of  the  examiners  a  "certificate  of  approbation,"  could  not 
have  the  assistance  of  the  law  in  collecting  his  wages. 

The  title,  examiners  of  schools,  has  always  seemed  a  misnomer,  but  it  is 
clear  that  the  original  bestowers  of  it  did  not  mean  it  so  to  be.  The  law  says 
nothing  about  fees  for  the  examiner,  or  from  the  applicant  and  the  certificates 
had  no  time  limit. 

In  1826,  it  was  made  lawful  for  a  Court  of  Common  Pleas  to  increase  the 
number  of  examiners,  but  not  to  exceed  the  number  of  organized  townships  in 
the  county. 

In  1834,  the  number  of  county  school  examiners  was  fixed  at  five,  and  they 
were  to  appoint  an  examiner  in  each  township  with  power  to  examine  only 
female  candidates,  in  response  to  a  supposed  incompatibility  between  women  and 
arithmetic.  This  law  was  changed  in  1836,  and  required  the  election  of  three 
examiners  in  every  township. 

In  1838  —  there  was  now  a  State  Superintendent  of  schools  —  the  number 
of  examiners  came  back  to  three,  for  the  county,  appointed  by  the  Court  of  Com- 
mon pleas  for  three  years.  They  shall  hold  quarterly  meetings,  "and  at  such 
regular  meetings,  any  one  of  the  members,  on  failure  of  the  others  to  attend, 
shall  be  competent  to  examine  candidates  and  issue  certificates."  Reading, 
writing,  and  arithmetic  are  required ;  other  branches  may  be  added,  and  must 
be,  if  the  applicant  is  to  teach  them.  The  clerk  is  to  receive  from  the  county 
treasury  one  dollar  and  fifty  cents  for  each  day  spent  in  the  regular  examinations. 
The  board  may  hold  a  special  meeting,  in  which  case  the  clerk  receives  fifty  cents 
from  the  hand  of  each  candidate  ivhen  the  latter  receives  his  or  her  certificate. 
No  certificate  under  this  law  was  valid  after  two  years  from  its  issue,  but  it  might 
be  for  any  shorter  time,  not  less  than  six  months. 

In  1849,  geography  and  English  grammar  were  added  to  the  list  of  required 
branches. 


I20  EDUCATIONAL  HISTORY  OF  OHIO 

In  1S53,  a  q-ood  moral  character,  orthography,  reachng,  writing,  arithmetic, 
geography  and  Enghsh  grammar,  must  be  named  in  the  certificate ;  the  time 
to  run  was  still  limited  to  two  years;  and  the  members  of  the  board,  appointed 
by  the  probate  judge  for  a  term  of  two  years,  were  declared  entitled  to  one 
dollar  and  fifty  cents  each  for  every  day  necessarily  engaged,  but  no  fee  could 
be  charged  the  applicant. 

In  1864,  March  18,  an  act  was  passed  by  the  General  Assembly,  amending 
the  law  of  1853  i"  several  particulars,  and  adding  important  supplementary 
matter. 

From  the  school  of  experience,  somewhere  in  the  State,  it  had  been  learned 
that  mistakes  of  a  serious  nature  were  sometimes  made  in  the  appointment  of 
examiners  and  in  the  licensing  of  teachers.  The  judge  of  probate  was  given 
the  power  to  remove  an  appointee  found  unworthy,  and  the  board  of  examiners 
was  authorized  upon  just  cause  to  revoke  a  certificate. 

The  number  of  examinations  was  limited  to  eighteen  in  the  short  round  of 
a  year  —  it  seems  beyond  the  most  robust  credulity,  but,  before  this,  thirty, 
forty,  even  fifty  meetings  were  reported  —  the  times  during  which  certificates 
were  to  run  were  not  changed ;  an  adequate  knowledge  of  the  theory  and  practice 
of  teaching  was  added  to  the  proofs  of  professional  preparation,  and,  as  a  condi- 
tion of  examination,  a  fee  was  required,  fifty  cents  from  men,  and  thirty  cents, 
increased  the  next  year  to  fifty  cents,  from  women.  This  fee  was  not  the  price 
of  the  certificate  or  the  remuneration  of  the  examiners ;  it  paid  for  the  privilege  of 
"taking"  the  examination,  and  for  the  support  of  an  institution  for  the  benefit 
of  those  examined,  and  the  sum  of  these  fees,  less  the  traveling  expenses  of  the 
examiners  and  the  cost  of  revenue  stamps,  the  last  item  suggestive  of  the  dark 
days  of  the  war,  was  set  aside  for  the  support  of  institutes  in  the  respective 
counties.  The  fashion  of  stamps  on  teachers'  certificates  passed  away,  and  the 
subtrahend  for  "expenses"  was  limited  in  the  law  of  1873  to  one-third  of  the 
sum  of  the  fees. 

In  1868,  May  8,  it  became  the  law  that  whenever  a  teacher  is  employed  to 
teach  the  German  language  in  any  common  school  he  shall  first  be  examined  as 
to  his  ability  to  teach  in  that  language  the  branches  required,  including  the 
theory  and  practice  of  teaching,  but  with  German  grammar  instead  of  English 
grammar ;  and,  if  not  found  wanting,  he  shall  have  a  certificate  "to  teach  said 
branches,"  changed  five  years  later  to  a  requirement  that  all  branches  shall  be 
taught  in  the  English  language. 

After  the  codification  of  1873,  special  certificates  could  be  granted  to  teachers 
of  special  arts  and  languages,  while  private  examinations  were  forbidden ;  and 
all  expenses  attending  examinations,  such  as  janitors'  wages  and  rent  for  rooms, 
must  be  paid  from  the  county  treasury,  not  from  the  applicants'  fees,  and  the 
examiners'  per  diem  was  increased  to  $2.00. 

In  the  Commissioner's  Report  for  1874,  in  the  Table  of  County  Examiners, 
we  find  that  the  boards  have  been  reorganized,  and  that  the  respective  terms  of 
the  members,  now  three  years,  are  to  end,  one  each  year, —  a  wise  step  taken 
vears  before  in  the  Akron  law. 

The  historv  of  the  United  States  was  added  in  1882. 


EDUCATIONAL   HISTORY   OF   OHIO  121 


In  1884,  county  boards  of  examiners  were  authorized  to  grant  certificates 
for  one,  two,  three,  four,  and  five  years.  These  certificates  were  to  be  vaHd  in 
a  city  or  village  district  if  endorsed  by  the  president  and  secretary  of  the  local 
hoard. 

In  1888  persons  were  rendered  legally  incompetent  to  serve  as  examiners  of 
teachers,  if  financially  interested  in  any  school  for  the  training  of  teachers,  or 
in  a  book  publishing  or  book  selling  firm. 

There  is  a  looking  toward  a  professional  license  in  the  making  of  the  five- 
year  certificate  depend  u])on  certain  contingencies  of  experience  and  renewable 
at  the  discretion  of  the  board. 

After  the  coming  Xew  Year's  physiology  and  hygiene  must  be  added.  The 
conditions  upon  which  a  primary  certificate  should  be  granted  were  an  examina- 
tion to  test  the  applicant's  ability  to  do  well  the  teacher's  delicate  tasks  in  a 
primary  grade,  evidence  of  good  reputation,  and  of  a  knowledge  of  physiology 
and  hygiene. 

In  the  examination  of  a  charge  against  the  holder  of  a  certificate  the  board 
may  send  for  witnesse.-;,  and  examine  them  under  oath.  The  oiTense  is  therefore 
perjury  if  they  knowingly  testify  falsely. 

July,  1896,  civil  government  was  placed  on  the  list  as  a  sort  of  appendix 
to  United  States  history. 

Two  years  afterward,  the  eight-year  certificate  was  proffered  to  the  ambi- 
tious teacher.  In  addition  to  the  necessary  attainments  in  scholarship,  he  must 
hold  or  have  held  a  certificate  for  five  years,  must  have  been  for  the  three  years 
preceding  his  application  engaged  in  teaching,  eighteen  months  of  which  time 
must  have  been  continuous  in  one  place  —  he  must  have  held  his  position  against 
attack,  and  he  must  have  declined  any  call  to  a  better  one  —  and  he  must  pass 
a  satisfactory  examination  in  botany,  algebra,  natural  philosophy  and  English 
literature.  In  the  clause  concerning  offenses  which  might  well  justify  the  revo- 
cation of  a  certificate  the  language  describing  the  possible  offender  is  "intemper- 
ate, immoral,  incompetent,  or  negligent" ;  and,  soon  after  the  inclusive  phrase, 
"intemperance  or  other  immorality,"  is  used. 

The  custom  of  appointing  local  or  district  examiners  who  should  hold 
examinations  and  report  results  appears  to  have  been  of  slow  growth.  The 
Akron  law,  1847,  directed  the  appointment  of  School  Examiners  and  this  law, 
with  its  supplement  of  1849  was  gradually  adopted  in  many  cities  and  towns. 
This  examining  function  was  probably  considered  a  local  matter,  which,  in  the 
.immediate  sense  was  true,  besides,  this  period  was  the  interregnum  between  the 
only  State  Superintendent  of  Schools  of  Ohio  and  the  lengthening  line  of  State 
Commissioners. 

By  the  law  of  1873  Iwards  of  education  of  city  districts  of  the  first  and 
second  classes,  and  of  village  districts  having  a  population  not  less  than  twenty- 
five  hundred,  were  authorized  to  appoint  local  boards  of  examiners.  These 
boards,  in  city  districts  of  the  first  class,  consisted  of  three,  six  or  nine  persons ; 
in  the  other  districts,  of  three  persons,  and  the  examination  fees  in  the  former 
went  to  the  support  of  city  institutes,  the  others,  to  the  support  of  the  county 
institutes. 


122  EDUCATIONAL  HISTORY   OF   OHIO 


The  act  of  1853  excluded  from  its  uniforming^  provisions  many  towns,  and 
villages  of  two  hundred  or  more  inhabitants  which  had  organized  under  the  act 
of  1849  and  had  their  own  boards  of  examiners,  and  many  other  small  districts 
organized  under  a  special  law  were  in  the  same  condition.  In  these  this  system 
of  examination  worked  badly,  as  the  township  system  did  in  its  day.  To  the 
faults  that  so  easily  beset  any  other  yet  discovered  plan  of  examination  this 
adds  some  failings  of  its  own.  It  is  so  easy,  when  little"s  to  be  done,  to  do 
nothing. 

In  1868  the  estimated  number  of  local  examiners  was  240;  no  farther 
report.  In  1872  three  local  boards  report;  thirty-seven  in  1873,  but  their 
message  to  the  Commissioner  was  that  no  examinations  were  held.  Twenty- 
nine  city  boards  in  1874  reported  928  applicants,  "gentlemen,  103;  ladies,  825." 
In  1876,  1,351  applicants:  in  1877,  1,822.  In  1878  we  find  a  table  with  statis- 
tics, in  form  like  those  of  county  boards.  Fifty-three  cities  are"  named ;  from 
four  there  is  no  report  and  two  say  "no  examinations."  Applications  by  gentle- 
men. 256;  by  ladies,  1,535;  rejections,  38  and  178,  and  for  this  service  the 
examiners  were  paid  $2,180.50.  Almost  without  exception  the  superintendent 
of  schools  is  a  member  of  the  examining  board.  This  is  still  the  custom  and 
harmonizes  with  the  functions  of  the  board  as  the  examiner  of  teachers,  but  as 
an  examiner  of  schools  the  board  sits  in  judgment  upon  the  work  of  the  super- 
intendent also. 

There  is  no  call  to  follow  year  by  year  the  history  of  these  boards  but  for 
the  sake  of  contrast  and  comparison  the  following  statistics  are  presented  from 
a  report  near  the  present,  that  of  1902.  It  contains  the  usual  statistics  of  "Dis- 
trict Examinations"  held  in  eighty-one  cities  and  villages,  for  the  law  of  1873 
had  provided  for  local  boards  in  city  districts  of  first  class  and  second  class, 
and  villa.ge  districts  with  a  population  not  less  than  2,500.  Total  number  of 
applications,  4,175;  rejections,  419;  different  applicants  who  received  certifi- 
cates, 3587;  paid  examiners,  $8514.75;  paid  for  other  purposes,  $959.89;  cer- 
tificates granted,  5  years,  1,263:  three  years,  794:  two  years,  912:  i  year, 
1,114:  total,  4.0P3.  Unfortunately  the  occupation  of  each  examiner  is  not 
given . 

The  narration  of  the  law  as  to  examining  boards,  countv  and  city  —  as 
village  boards  are  abolished  in  the  code  of  1904  —  may  properly  be  rounded 
out  here  by  a  look  into  the  provisions  of  the  code  upon  this  subject. 

Two  members  of  a  county  board  must  each  have  had  at  least  two  years' 
experience  as  teachers  or  superintendents,  and  within  five  vears  have  been  actual 
teachers  in  the  public  schools.  An  examiner  shall  not  teach  in  any  school  not 
supported  in  whole  or  in  part  by  the  State,  or  be  employed  as  an  instructor  in 
a  teachers'  institute  in  his  own  county.  He  could  render  service,  and.  ofteii 
did,  as  Antonio  lent  out  money,  "gratis."  He  must  not  be  interested  financially 
in  any  educational  journal :  he  must  hold  the  "necessary  teacher's  certificate." 
He  must  not  use  his  office  for  personal  or  private  gain.  If  a  hotel  keeper,  would 
he  forfeit  his  position  as  examiner  if  he  voted  to  hold  sessions  in  his  home 
town? 


» 


EDUCATIONAL   HISTORY   OF   OHIO  123 

For  clerical  service  at  each  examination  the  clerk  shall  receive  four,  six, 
or  eight  dollars  as  the  number  of  applicants  varies  from  sixty-one  to  one  hun- 
dred or  over. 

Examinations  are  held  on  the  first  Saturday  of  each  month,  unless  a  legal 
holiday  should  fall  on  such  Saturday,  in  which  case  the  examination  is  held  on 
the  succeeding  Saturday.  Private  examinations,  and  ante-dating  a  certificate  are 
forbidden.  The  questions  are  all  prepared  under  the  State  Commissioner's 
direction.  Certificates  for  one,  two,  or  three  years  are  regarded  as  provisional 
certificates,  and  are  not,  except  under  certain  conditions  as  to  continuous  service, 
renewable.  Certificates  for  five  or  eight  years  are  professional  certiiicatcs  and 
are  renewable  upon  certain  other  conditions  of  service.  Should  the  holder  of  a 
certificate  be  on  trial  for  any  of  the  charges  already  named  he  "shall  be  entitled 
to  produce  witnesses  and  defend  himself" ;  such  witnesses,  it  would  seem,  are 
not  "on  oath  or  affirmation"  as  the  witnesses  sent  for  by  the  examining  board 
are.  "The  fees  and  the  per  diem  of  examiners  for  conducting  such  investiga- 
tion, at  three  dollars  a  day  each,  and  other  expenses  of  such  trial"  shall  be  paid 
out  of  the  county  treasury.     Witness  "fees,"  possibly. 

Under  this  law  there  are  three  kinds  of  teachers'  certificates  to  be  issued 
by  county  boards.  The  Teacher's  Elementary  School  Certificate,  valid  for 
studies  below  the  high  school  rank ;  the  Teacher's  High  School  Certificate, 
"valid  for  all  branches  of  study  in  recognized  high  schools  and  for  superin- 
tendents, and  Teacher's  Special  Certificate."  The  first  class  named  must  credit 
the  bearer  with  a  good  moral  character,  an  adequate  knowledge  of  the  theory 
and  practice  of  teaching,  anrl  the  qualification  to  teach  orthography,  reading, 
writing,  arithmetic,  English  grammar  and  composition,  geography,  history  of 
the  United  States  including  civil  government,  physiology  including  narcotics, 
and,  after  September  i,   1905,  literature. 

The  high,  school  teacher  in  a  village,  township,  or  special  school  district, 
and  the  person  who  "acts  as  superintendent"  therein,  must  bear  that  "good  name 
in  man  or  woman,"  and  nuist  be  "(pialified  to  teach  literature,  general  history, 
algebra,  physics,  physiology  including  narcotics,  and,  in  addition  thereto,  four 
branches  elected  from  the  following  branches  of  study :  Latin,  German,  rhetoric, 
civil  government,  geometry,  physical  geography,  botany,  and  chemistry,  and 
must  have  an  adequate  knowledge  of  theory  and  practice. 

The  special  teacher  must  have  his  character  —  rather,  his  reputation  —  cer- 
tified to  by  the  proper  board,  as  good;  also,  his  ability  to  teach  his  special 
branch,  or  branches ;  also,  his  knowledge  of  theory  and  practice.  The  suffici- 
ency of  the  common  school  life  certificate  is  maintained. 

The  fee  of  a  member  of  a  county  board  of  examiners  is  "ten  dollars  for 
each  examination  of  sixty  api^licants  or  less,  fourteen  dollars  for  each  examina- 
tion of  more  than  sixty  applicants  and  less  than  one  hundred,  eighteen  dollars 
for  each  examination  of  one  hundred  applicants  or  more." 

The  city  board  of  examiners  consists  of  three  persons  appointed  by  the 
board  of  education.  Their  powers,  duties,  and  responsibilities  are,  in  the  main 
identical  with  those  of  county  boards.     Thev  mav,  on  occasion,  call  in  the  aid  of 


124  EDUCATIONAL  HISTORY  OF  OHIO 

specialists,  the  superintendent  must  give  information  in  reference  to  branches 
and  special  studies,  and  the  board  prepares  its  own  questions. 

The  first  time  since  the  era  of  certificates  beg;an,  the  city  examiners  have 
a  "'discretion"  as  to  whether  or  not  "teachers  in  elementary  schools  be  exammed 
in  drawing,  music,  or  German,  even  if  such  subjects  are  "a  part  of  the  regular 
work  of  such  teachers." 

The  compensation  of  these  boards  is  fixed  by  the  city  board  of  education, 
and  payable  from  the  contingent  fund  of  the  district. 

All  manuscripts  of  an  applicant,  filed  as  answers  to  questions  before  either 
county  or  city  board,  the  results  of  any  oral  tests,  any  other  information  which 
may  come  to  the  board  touching  this  applicant's  professional  fitness  shall  be 
promptly  acted  on.  All  such  manuscripts  shall  be  kept  for  sixty  days  by  the 
board  so  that  if  the  applicant  failed,  as  the  result,  in  his  opinion,  of  any  unfair- 
ness, he  may  be  allowed  to  review  his  papers,  and,  if  still  so  inclined,  may  appeal 
to  the  State  Commissioner  of  Common  Schools  for  final  decision. 

The  way  was  long  from  the  certificate  of  the  "three  R's,"  and  the  one  for 
"females."  which  demanded  but  two,  to  the  eight  year  ]jrofessional  certificate  of 
1904,  but  students  of  educational  systems  think  it  at  most  stations  an  upward 
way.  Accounts  of  proceedings  of  educational  meetings  show  that  changes 
usually  came  after  they  were  discussed  and  called  for  by  men  and  women  who 
were  dealing  with  actual  things,  not  spinning  fine  theories.  In  some  instances, 
doubtless,  this  was  not  true.  When  the  law  was  passed  forbidding  the  appomt- 
ment  of  two  members  connected  with  the  same  school  upon  an  examining  board, 
the  declaration  was  frankly  made  that  the  bill  was  brought  from  his  home  by  a 
sergeant-at-arms,  returning  from  his  holiday  vacation ;  and  the  act  rendering 
the  normal  school  man  ineligible  to  the  office  of  examiner  was,  in  its  initiation, 
aimed  at  a  single  mark. 

Probably  the  most  radical  feature  of  the  present  "Chapter  XII  —  Boards  of 
Examiners"  —  is  that  concerning  the  preparation  of  questions  for  the  county 
exammations.  What  a  State  would  do  is  part  of  its  history,  hence  it  mav,  not 
irrelevantly,  be  related  that  once  a  bill  providing  for  a  uniform  examination  of 
teachers  was  passed  into  a  law.  It  named  the  offices  whose  incumbents  should 
prepare  the  questions.  It  directed  their  ])rinting,  their  distribution,  and  their 
opening,  and  then:  "No  county  board  of  examiners  shall  use  any  questions 
*  *  not  furnished  as  herein  provided,  unless  by  action  of  the  board  they  may 
determine  otherwise."  It  may  be  possible  that  those  legislators  whose  votes 
transformed  this  piece  of  humor  into  a  law  did  it  with  a  grave  face.  Ohio  had 
a  compulsory  attendance  law  years  ago  of  the  same  fashion. 

On  the  subject  of  uniform  questions  in  the  examination  of  teachers  some- 
thing has  been  said  on  each  side.  Prophecy  is  not  our  present  function,  but  so 
long  as  human  nature  is  what  it  is,  uniform  questions  and  uniform  examinations 
can  not  be  synonymous  terms.  The  grade's  the  thing.  If  the  questions  are  to 
be  the  same  for  all  the  counties,  doubtless  they  are  to  be  made  where  they 
should  be  made. 


EDUCATIONAL   HISTORY   OF   OHIO  125 

A  commissioner  of  schools  whose  words  on  topics  aUied  to  education  were 
the  result  of  varied  experience,  extended  reading  and  careful,  patient  thought 
gave   utterance   in   the   Report   for    1889,   to   something  upon  this   subject: 

"It  has  been  suggested  lliat  it  would  lie  in  the  interest  of  the  schools  to 
have  tilt  questions  uniform  for  all  the  counties,  as  is  now  done  in  some  of  the 
States.  If  what  has  been  said  above  is  true,  entire  uniformity  is  not  wanted, 
for  ever)-  movement  that  seems  to  look  toward  making  a  mechanical  bureau  of 
a  system  of  education  should  be  scrutinized  with  the  utmost  care,  and  it  is  not 
by  any  means  certain  that  uniform  examinations,  where  they  have  been  tried, 
have  borne  the  fruit  expected  of  them.  It  would  be  a  matter  of  regret  to  have 
any  change  made  in  our  examinations  that  would  make  the  chief  function  of 
the  county  boards  that  of  a  mere  marking  machine.  Better  use  can  be  made  of 
these  boards.  However,  an  occasional  set  of  questions,  suggestive  as  to  breadth 
of  questioning  and  the  best  means  of  finding  out  whether  applicants  have  an 
organized  knowledge  of  tlie  subjects  they  are  to  teach,  might  be  sent  out  to 
county  boards  with  profit." 

"While  the  duty  of  boards  of  examiners  to  shut  out  of  the  teachers'  ranks 
the  unqualified,  is  incontestable,  these  boards  should  deal  generously  with  those 
that  have  shown  knowledge  and  teaching  skill,  by  passing  an  examination  fairly 
well.  The  purpose  of  re-examination  was  not,  according  to  the  true  meaning 
of  the  law,  that  teachers  should  be  taken  over  the  same  ground  in  the  same 
old  way  throughout  their  professional  life-time.  If  it  had  been,  it  is  safe  to 
say,  no  scheme  could  have  been  contrived  that  would  work  as  a  more  steady  and 
certain  clog  on  the  progress  of  teachers  and  schools." 

"They  need  to  familiarize  themselves  with  the  best  things  that  have  been 
thought  and  done  in  the  world  and  draw  thence  ever  fresh  inspiration  for  their 
work.  The  opportunity  to  do  this,  in  this  day  of  cheap  books,  is  everywhere. 
All  that  is  needed  is  to  find  the  time  to  read.  It  is  not  too  much  to  .say  that  our 
scheme  of  oft-repeated  examinations  consumes  the  time  in  preparing  for  these 
examinations,  which  ought  to  be,  and  with  skillful  directive  power  from  exam- 
ineis,  would  be,  given  to  reading.  One  book  with  a  spark  of  fire  in  it  will  be 
worth  more  to  a  teacher  of  whom  we  have  grounds  to  entertain  hopes  of  growth 
than  all  the  re-e.xaminations  in  subjects  he  already  knows,  that  can  be  crowded 
into  a  life  time." 

"I  have  known  a  woman,  a  gentlewoman,  who  possessed  in  a  high  degree  the 
two  essentials  of  a  good  teacher,  common  sense  and  a  loving  heart.  Her  schol- 
arship did  not  reach  high,  but  she  was  a  good  teacher.  Teaching  was  her  pro- 
fession, and  she  deserved  a  life  certificate  as  much  as  any  of  her  examiners,  but 
she  was  compelled  every  year  to  fret  her  honest  soul  with  vile  problems  on 
higher  arithmetic  and  syntactical  analysis.  Her  examiners  were  honest  men, 
and  the)'  knew  her  worth ;  they  made  a  compromise  between  their  sense  of  right 
and  the  time-system  of  grading;  they  ignored  the  ignorance  of  syntax,  and 
every  year  issued  a  certificate  for  one  year.  The  system  ought  not  to  make  such 
compromises  necessary.  Every  teacher  known  to  do  good  work  ought  to  have 
a  certificate  for  life." 


126  EDUCATIONAL  HISTORY  OF  OHIO 

Since  the  public  school  idea  took  fair  shape  there  has  never  been  any  opposi- 
tion worthy  of  note,  to  the  position  that  the  small  public  who  build  a  school- 
house,  and  prepare  it  for  use,  and  purpose  to  send  their  children  to  the  school 
should  have  some  expert  assistance  when  the  difficult  task  of  installing  the 
right  teacher  is  on. 

In  the  opinion  of  a  great  majority  of  those  who  study  the  question  near  at 
hand  there  is  an  agreement  about  who  should  be  this  expert,  a  supervisor  who 
should  see  the  teacher  at  actual  work  before  making  choice,  and  see  and  guide 
him  afterwards. 

But  when  there  is  no  such  non-commissioned  officer,  who  shall  act  in  his 
place?  At  present,  whom  should  the  appointing  power  select  for  this  delicate, 
complex  service?  Who  should  examine  teachers?  Like  many  other  questions, 
answers,  sensible  and  pertinent,  come  from  two  directions.  To  one  wav  of 
thinking  this  claim  is  altogether  convincing.  Medical  doctors  do  not  examine 
lawyers,  lawyers  do  not  examine  dentists,  theologians  do  not  examine  lawyers, 
teachers  do  not  examine  druggists  nor  pilots  —  therefore  teachers  and  teachers 
only,  should  examine  teachers. 

Again,  the  doctor  does  not  know  the  things  he  must  test  the  lawyer  in. 
He  may  know  all  that  is  known  about  the  Materia  Medica  and  nothing  about 
Fearne  on  Contingent  Remainders;  the  lawyer  could  not  test  the  dentist's 
expert  skill  or  the  teacher  wisely  plumb  the  depths  of  the  knowledge  of  the 
pharmacist  fresh  from  school,  but  the  lawyer,  doctor,  dentist,  druggist,  may  be 
a  very  competent  person  to  measure  an  applicant's  knowledge  of  arithmetic, 
grammar,  history,  geography, —  work  which  has  in  it  nothing  professional, 
while  theory  and  practice  may  be  looked  into  by  one  of  the  teachers  on  the 
board.  Although  every  man  who  serves  at  all  serves  the  public,  not  all  are 
chosen  for  service  by  the  public ;  not  all  must  have  the  co-operation  of  the 
friends  of  each  customer ;  not  all  are  paid  from  the  public  pocket.  Of  the 
teacher  about  to  be,  each  of  these  negatives  must  be  transformed  into  an  affirma- 
tive. As  a  lawyer  or  other  "layman"  can  worthily  represent  the  public  on  an 
examining  board  so  long  as  examinations  are  the  thing  they  always  have  been 
and  promise  to  be,  and  as  his  being  a  member  may  increase  public  confidence 
in  the  liberality  of  the  board's  action,  it  is  well  to  have  the  board  not  solely  and 
solidly  teachers. 

The  vital  question,  another  will  say,  is  not  whether  a  doctor  or  preacher 
be  in  the  board,  but  tchat  doctor,  ivhat  preacher,  and  with  considerably  more 
force  what  teachers?  How  may  it  be  brought  about  that  the  probate  judge 
shall  offer  the  position  of  examiner  to  the  best  man  for  the  place  he  can  induce 
to  take  it  without  reference  to  where  he  stood  in  the  November  battle  of  ballots, 
or  to  what  faith  he  adheres  ?  And  the  problem  toughens  when  the  reply  is  made, 
"Elect  probate  judges  who  will  do  that,"  and  the  query,  "How  can  the  people 
be  got  to  do  that?" 

Whether  certificates  should  be  granted  readily  for  the  longer  periods,  the 
elevation  of  the  standard,  the  prime  importance  of  judicial  grading,  the  reliance 
upon  per  cents,  and  if  anything  beside  these  —  the  "ideal,"  as  it  was  termed  in 


! 


EDUCATIONAL  HISTORY  OF  OHIO 


127 


one  historic  debate  —  how  measure  it  ?     These  are  a  few  matters  of  consideration 
in  the  history  of  the  examination  of  teachers. 

Some  views  of  examiners  themselves  may  throw  side-Hghts  upon  the  subject. 

1.  "The  recent  legislation  lengthening  the  time  for  which  certificates  may 
be  granted  will  result  in  a  positive  injury  to  the  schools  of  this  county  —  nay, 
the  baneful  results  are  already  beginning  to  appear.  Many  teachers  soliloquize 
thus :  "Well,  I  have  a  certificate  for  five  years,  and  for  that  length  of  time  I 
need  not  be  subjected  to  the  exactions  of  the  examining  board.  My  soul  take 
thine  ease'." 

2.  "We  fear  that  the  Legislature,  while  endeavoring  to  advance  the  cause 
of  education  by  making  the  lowest  grade  of  certificate  twelve  months,  has  caused 
many  of  our  teachers  to  become  derelict  in  their  duties.  Frequent  examinations 
work  wonders  among  the  plodding  teachers." 

3.  'Further  evidence  of  growth  is  seen  in  the  number  of  townships  that 
hold  institutes  at  their  own  expense.  I  might  mention  also  the  advanced  grade 
of  certificates,  now  issued,  and  a  slight  increase  of  wages,  paid  teachers." 

4.  "We  can  truly  say  that  we  regard  the  late  law  for  the  extension  of 
time  for  certificates  as  an  improvement  on  the  law  repealed  and  are  inclined  to 
think  we  can  already  notice  the  benefits  thereof  upon  our  teachers.  It  has  not 
been  the  custom  of  tlie  board  to  renew  first  class  certificates  without  subjecting 
the  holders  to  re-examination.  We  have  always  seriously  questioned  the  wis- 
dom of  this  policy.  We  are  confident  that  there  are  teachers  in  this  county, 
who,  while  holding  such  evidences  of  scholarship  and  professional  skill,  could 
not  obtain  fourth  class  certificates,  if  brought  to  a  reasonable  test  of  examina- 
tion." 

5.  "The  action  of  the  Legislature,  changing  the  time  of  certificates  to  one, 
two,  three,  four  and  five  \  ears,  has  certainly  been  a  step  forward." 

6.  "In  a  majority  of  States  certificates  are  issued  for  various  numbers  of 
years ;  in  two  or  three  States  even  ten-year  certificates  are  issued.  There  is 
no  more  reason  in  this  than  there  would  be  in  admitting  a  lawyer  to  practice  at 
the  bar  for  a  period  of  ten  years :  I  can  see  no  more  reason  for  a  license  for 
two  years  than  in  one  for  ten  years.  If  the  holder  is  on  trial,  one  year  is  long 
enough,  and  if  not  on  trial,  there  is  no  justification  for  placing  a  limit  of  time 
on  the  license.  There  may,  however,  be  a  limit  of  grade,  depending  on  scholar- 
ship. In  practice  the  length  of  time  of  certificate  depends  almost  always  on  the 
literary  attainments  of  the  teacher,  and  it  is  the  result  of.  an  effort  to  classify 
teachers.     But  there  is  no  justice  in  it." 

7.  "The  conclusion  I  arrive  at  is,  that  those  who  show  sufficient  knowledge 
may  be  on  trial,  licensed  to  teach  for  one  year,  and  the  examiners  should  have 
the  power,  at  their  discretion,  to  renew  this.  It  might  be  proper  to  renew  for 
several  years,  if  the  teacher  shows  every  year  some  decided  progress.  There 
must  be  some  normal  schools,  and  better  ones,  before  we  can  limit  the  trial- 
period  to  a  single  year.  Those  who  show  to  the  examiners  sufficient  knowledge 
and  sufficient  skill  to  be  admitted  to  the  profession,  ought  to  be  admitted  without 
any  limit  of  time." 


128  EDUCATIONAL  HISTORY   OF  OHIO 

The  copy-books  used  to  contain  a  line  al)out  whose  truth  there  was  no  con- 
tention:  "Many  men  of  many  minds,'  hut  here  is  a  bit  of  dogmatism  about 
which  the  minds  of  observers  who  have  had  experience  might  agree.  No  ques- 
tion as  to  the  length  of  time  a  certificate  should  run  is  vital,  or  who  shall  pre- 
pare the  tests,  or  who  grade  the  papers,  as  long  as  applicants,  some  of  them  weary 
already  with  the  long  ride  to  reach  the  scene  of  action,  are  that  day  to  be  tested 
as  to  the  competency  of  their  knowledge  of  the  long  and  lengthening  list  of 
required  branches,  to  say  nothing  of  their  fitness  to  teach  them. 

In  the  Tempest  there  is  an  old  counselor  of  whom  it  was  asked :  "What 
impossible  matter  will  he  make  easy  next?"  But  this  was  on  an  enchanted 
island,  full  of  music,  sounds  and  sweet  airs  that  give  delight  and  hurt  not, 
leagues  from  facts  and  problems,  and  per  cents. 


I 

I 


CHAPTER  XII 


COUNTY   SUPERVISION 


I 


COUNTY   SUPERVISION 


ONE  who  turns  the  leaves  of  old  reports,  but  has  not  a  long  reach  of  mem- 
ory and  experience  into  the  times  that  tried  school  men's  souls  and 
who  is  aiming  by  research  to  atone  for  the  crime  of  being  young,  is  in 
danger  of  finding  an  error  where  there  is  none  —  a  something  worse  than  an 
anachronism,  he  will  think,  for  it  not  only  did  not  then  exist,  had  not  before, 
has  not  since,  but  makes  no  promise.     Still  he  will  do  the  erring. 

The  thing  which  does  not  call  for  this  many-worded  introduction  is  the 
official  title  used  by  a  schoolmaster  in  making  his  report  in  185 1  to  the  Ohio 
Secretary  of  State.  But  having  learned  prudence  from  the  sequel  to  many  over 
hasty  conclusions  he  profits  by  the  greatest  privilege  of  modern  times  —  the 
right  to  suspended  judgment, —  and  continues  his  investigations. 

The  "title"  was  "County  Superintendent  of  Common  Schools."  As  he 
searches  somewhat  at  random  he  comes  upon  the  school  law  of  1838.  Sec. 
28:  That  the  county  auditor  shall  be  county  superintendent  of  common  schools, 
and,  as  such,  shall  do  and  perform  such  duties  as  shall  be  hereinafter  prescribed. 
This  seems  to  make  all  clear,  but  going  on  into  the  next  section  to  learn  what 
duties  are  there  prescribed,  he  finds  they  all  and  several  have  to  do  with  finance, 
no  suggestion  of  schools  except  the  name,  while  the  report  referred  to  was  a 
veritable  school  report  with  a  variety  of  interesting  matter ;  not  only  of  most 
things  as  are  contained  in  the  modern  mammoth  aflfair,  but,  the  number  of  pupils 
over  fifteen  years  of  age  who  cannot  pronounce  readily,  write  legibly,  and  cipher 
through  interest ;  number  of  visits  by  directors,  and  patrons,  and  other  persons ; 
number  of  chairs,  globes,  clocks,  arithmeticcons ;  number  of  wood  houses,  of 
brick  school  houses,  of  log  school  houses ;  districts  in  which  no  winter  school 
was  kept ;  number  of  schools  located  by  the  roadside,  by  four  corners,  by  two 
corners :  a  total  enrollment  of  6,697  '"  the  one  hundred  ninety-two  schools  visited. 

The  superintendent  calls  it  his  Fourth  Annual  Report  as  the  Superintend- 
ent of  Common  Schools  for  .\shtabula  County,  and  relates  that  in  accordance 
with  the  instructions  of  the  county  commissioners,  sufficient  assistance  was 
employed  to  traverse  the  whole  county  in  the  winter.  As  the  fathers  find  their 
graves  in  our  short  memories  it  should  be  recorded  here  that  the  name  of  J. 
Tuckerman  is  affixed  to  this  report. 

The  first  legislation  tentatively  reaching  toward  the  supervision  of  the 
schools  of  a  county  is  come  upon  in  the  act  of  1825  where,  in  section  twenty- 
eight,  the  official  privileges,  as  they  might  be  called,  of  the  examiners  of  schools 
are  written  down :  visit  the  schools  in  the  county,  and  examine  the  same,  and 
give  such  advice  relative  to  discipline,  mode  of  instruction  and  management  of 
said  schools,  as  they  may  think  beneficial ;  the  scope  of  which,  like  the  amount 
of  unpaid  service  it  dreamed  of,  growing  fine  by  degrees.  After  six  years  of 
harmless  desuetude,  the  right  to  deal  out  advice  gratis  was  revoked  by  omission 


132  EDUCATIONAL  HISTORY   OF  OHIO 

though  they  might  still  examine  schools.  The  law  of  1838  calls  these  officials 
school  examiners,  hut  adds  to  the  function  of  licensing  teachers,  permission  to 
examine  text-books,  when  they  think  it  advisable,  to  determine  which  were  best 
for  use  in  the  schools  and  to  recommend  the  same. 

The  year  of  the  Akron  law,  1847,  a  bill  was  passed  by  the  Ohio  Legislature 
which  authorized  county  school  supervision  in  any  county  whose  commissioners 
would  provide  for  the  payment  of  a  salary  sufficient  to  secure  a  superintendent. 
Three  counties  only  availed  themselves  of  this  permission.  Ashtabula  was  one  of 
the  three,  and  it  is  four  years  after  that  the  report  we  have  drawn  upon  was  made, 
and  the  title  is  explained,  also  the  reference  to  the  commissioners.  This  bit  of 
permissive  legislation,  the  kind  which  has  allowed,  and,  probably,  done  much 
to  cause  Ohio's  slow  march  toward  an  efficient  system  of  schools  was  repealed 
years  ago,  and  no  successor  to  that  mild  statute  has  ever  been  throned  in  its 
vacated  chair,  though  the  record  of  attempts  made,  attempts  proposed,  and  gen- 
eral discussions  upon  the  general  necessity  or  the  absolute  futility  of  the  thing 
would  fill  a  very  large  book. 

This  volume  would  contain  earnest  appeals  in  its  favor  by  speakers  at  the 
various  associations,  by  state  commissioners  on  their  official  pilgrimages  and  in 
their  reports,  and  by  many  others,  who  with  tense  muscles  had  their  shoulders 
to  the  wheel  of  the  car  of  educational  progress ;  on  the  other  side  of  the  question 
there  were  not  lacking  those  who  were  not  convinced  of  the  wisdom  or  the 
necessity  of  the  measure,  and  their  strong  allies,  those  opposed  to  all  changes, 
and  those  who  counted  only  the  cost,  or  guessed  at  it. 

There  would  be  short,  often  dogmatic  utterances  from  county  auditors  in 
their  reports  upon  matters  educational,  some  of  them,  tired  and  impatient  over 
the  task  of  framing  a  full  and  consistent  report  out  of  the  raw  material  furnished 
them  by  township  clerks,  and  audibly  praying  for  successors  in  this  one  line  of 
their  official  duty,  others  giving  impersonal  opinions  upon  the  merits  of  the  case. 

There  would  be  no  lack  of  expression  of  views,  from  county  examiners  and 
teachers,  in  reports  to  the  Commissioner  of  Schools  and  in  communications  to 
the  public  through  educational  magazines,  touching  the  subject  at  all  angles; 
sparse  records  of  the  deliberations  of  School  Committees  of  House  and  Senate 
would  have  a  place,  and  echoes  from  more  than  one  great  educational  campaign 
throughout  the  State  to  present  to  the  people  this  reform,  which  came  and  saw 
but  failed  to  complete  Ceesar's  triangular  boast. 

The  writer  assumes  that  the  failure  on  the  part  of  the  friends  of  this 
strengthening  brace  in  our  system  of  popular  education  to  have  a  law  demand- 
ing it  written  among  the  Ohio  statutes,  and,  as  a  sequence  of  the  law,  an  officer 
on  his  rounds  among  the  schools  of  each  county,  would  not  be  a  reason  for  not 
regarding  the  long  argument  as  part  of  the  educational  history  of  the  State. 

He  hopes  that  the  reader  who  has  any  concern  with  the  course  of  the  evolu- 
tion of  the  Ohio  school  will  care  to  know  what  topics  the  people  cared  to  think 
and  talk  about :  and,  possibly,  will  be  interested  in  what  they  said,  though,  as 
a  preliminary  confession,  the  story  will  lack  continuity. 

State  Commissioner  John  A.  Norris.  1866-68.  was  the  most  untiring  cham- 
pion that  county  supervision  has  had  in   Ohio.     In  each  of  his  reports  to  the 


EDUCATIONAL  HISTORY  OF  OHIO  133 

General  Assembly  he  arrayed  the  ills  of  the  common  school  system  and  the 
grounds  of  his  confident  reliance  upon  the  establishment  of  this  office  as  the  cure 
for  many  of  them.  He  reasoned  from  analogy  and  fortified  his  conclusions  by  the 
results  of  laborious  inquiry  into  the  experience  of  other  States.  This  experience 
he  took  as  a  guide  in  the  fashioning  of  a  bill  which  he  prayed  the  legislature 
to  make  alive  as  a  law.  With  great  fervor  he  pleaded  that  the  vital  thing  was 
to  obtain  from  their  hands  a  law  that  would  make  as  certain  as  things  human 
can  be,  the  election  of  the  best  man. 

The  chief  provisions  of  the  bill  were : — 

1.  The  election  of  the  superintendent  by  the  presidents  of  township  and 
other  local  boards  of  education. 

2.  The  superintendent  elect  is  required  to  obtain  a  certificate  of  qualifica- 
tion from  the  State  Board  of  Examiners. 

3.  He  is  required  to  give  bond  in  the  penal  sum  of  $5,000. 

4.  The  State  School  Commissioner  is  authorized  to  fill  vacancies. 

5.  It  is  made  unlawful  for  the  superintendent  to  act  as  agent  for  any 
author,  publisher,  or  bookseller,  or  to  receive  directly  or  indirectly  any  fee  or 
reward  for  his  influence. 

6.  He  may  be  removed  from  office  for  specified  causes. 

7.  The  salary  depends  upon  the  number  of  youth  of  school  age  in  the 
county.  *  *  *  *  Yhe  salaries  are  to  be  paid  out  of  the  school  funds  aris- 
ing from  the  State  levy. 

8.  He  is  required  to  visit  and  examine  each  school  in  the  county,  at  least 
once  each  year,  and  other  important  duties  are  specified. 

9.  He  is  required  to  conduct  or  cause  to  be  conducted,  one  teachers'  insti- 
tute each  year,  of  at  least  one  week's  duration. 

10.  He  is  made  ex  officio  a  member  of  the  county  board  of  examiners. 
This   bare   abstract   of   this   important   bill    shows   that    it   aimed   to   throw 

around  the  office  those  guards  against  political  influence  and  incompetency,  which 
the  experience  of  other  states  has  shown  to  be  necessary.  It  was  an  approved 
bill,  one  which  the  friends  of  supervision  heartily  supported.  Its  enactment 
would  have  inaugurated  a  new  era  of  school  progress  in  Ohio,  at  least  it  gave 
such  promise.  But  not  enough  votes  could  be  secured  to  place  it  in  the  statute 
book. 

In  1878  a  "section"  was  added  to  the  State  Association  bearing  a  name 
proposed  by  some  person  with  a  love  in  his  soul  for  metonymy,  "The  Ungraded 
Section."  Its  field  was  the  rural  schools ;  its  special  mission,  a  campaign  for 
county  supervision ;  its  plan  of  operations,  to  bring  about  an  educational  con- 
vention in  each  Congressional  district  to  which  every  man  within  reasonable 
limits  was  invited  to  be  a  delegate. 

The  work  began  without  delay  and  in  November,  Commissioner  Burns,  the 
president  of  the  section,  made  a  combined  report  and  exhortation  through  the 
organ  of  the  Association.  Several  conventions  had  been  held,  all  well  attended ; 
discussions  participated  in  by  teachers,  directors,  members  of  city  boards  of 
education,  editors,  members  of  the  General  Assembly,  and  the  governor  of  the 
State.     Several  other  meetings  were  announced. 


134 


EDUCATIONAL  HISTORY  OF  OHIO 


Mention  is  made  of  the  sending  out  of  petitions  to  tlie  vice-presidents,  of 
whom  there  was  one  for  each  congressional  district,  and  then  the  report  con- 
tinued. 

"If  these  can  be  presented  to  the  people  of  the  State,  especially  to  those 
primarily  interested  —  the  residents  of  rural  districts,  with  a  few  well  chosen 
words  showing  the  economy,  the  wisdom,  the  real  necessity,  of  some  such  meas- 
ure as  the  one  for  which  we  ask ;  and  then,  numerously  signed,  find  their  way 
to  the  representatives  of  the  people  in  the  General  Assembly,  I  believe  that  Ohio 
can  have  County  Supervision.  But  thus  to  argue  our  case  in  the  halls  of  the 
Legislature  with  words  made  eloquent  by  the  underwriting  of  tens  of  thousands 
of  those  who  read  and  think  and  vote,  the  teachers  of  Ohio  in  city  and  country, 
must  make  a  long  pull,  and  a  strong  pull. 

In  the  rural  districts,  some  of  the  teachers  are  actively  in  favor  of  this 
movement,  but  the  very  state  of  things  which  so  imperatively  demands  this  reform 
also  brings  it  to  pass  that  many  teachers  of  the  sub-districts  are  not  in  favor  of 
it.  They  need  to  be  convinced  that  a  county  superintendent  with  a  heart  and 
soul  in  him,  must  be  the  worthy  teacher's  best  friend ;  and  he  will  do  a  lasting 
benefit  to  the  schools,  by  showing  the  unworthy  from  whatever  cause,  that  his 
proper  path  in  life  points  away  from  the  school-room  door,  and  kindly  urge 
him  to  stand  not  upon  the  order  of  his  going." 

Then  came  an  outline  of  the  man  and  his  work,  as  they  appeared  to  the 
eye  of  true  believers : 

"We  do  not  expect  a  County  Superintendent  to  remedy  all  educational  ills, 
but  we  do  expect  him  to  collect  statistics  which  shall  be  reliable,  and  to  do  this 
service  —  an  important  one  in  the  judgment  of  any  person  who  has  given  it 
thought  —  more  economically  than  it  is  now  done ;  to  do  efficient  service  in 
aiding  the  large  number  of  inexperienced  teachers  who,  of  necessity,  must  every 
fall  be  received  into  the  schools,  to  organize  their  schools  so  as  to  obtain  the 
best  results  from  time  and  labor,  and  to  give  hints  after  seeing  school  and 
teacher,  upon  the  essentia!  matters  of  school  government  and  management  — 
quiet  lectures  —  but  to  an  audience  quickened  to  attention  by  the  sense  of 
immediate  need ;  to  be  an  efficient  and  economical  conductor  of  teachers'  insti- 
tutes. Acquainted  with  the  wants  of  his  fellow-workmen,  he  can  provide  proper 
remedies.  The  time  of  our  institutes  can  be  much  extended  without  increase  of 
cost,  and  their  efficiency  as  training  schools  greatly  increased  by  having  this 
officer  at  their  head. 

As  examiner  of  teachers,  or  as  a  member  of  the  Board,  he  should  add 
method  and  certainty  to  the  vital  work  of  examining  applicants  to  teach ;  and 
he  will  allow  their  licensing  to  depend  largely  upon  what  they  have  done  in 
the  school-room,  and  are  al)le  to  do  again,  not  upon  what  they  write  down  u])on 
a  sheet  of  paper  of  what  they  know  of  books,  and  guesses  at  what  they  think 
they  can  do. 

A  worthv  incumbent  of  this  office  will  be  a  competent  inspector  of  schoc)ls; 
and  this  inspection  is  a  condition  precedent  to  an  eflfective  working  of  a  system 
of  schools,  as  it  is  to  gettino  good  results  from  a  cotton  factory  or  a  machine 
shop.     The  maxim  in  Holland  is,  'As  your  inspection  is.  so  is  your  school.' 


EDUCATIONAL   HISTORY   OF   OHIO  135 

By  his  daily  walk  and  conversation  he  preaches  the  gospel  of  punctuality, 
promptness,  mental  industry,  obedience  to  law,  good  books  to  be  read  in  pleas- 
ant homes,  and  the  importance  of  something  more  than  the  bald  formulas  of  a 
few  text-books  to  the  future  fathers  and  mothers  of  those  homes  in  which,  as 
history  shows,  the  great  leaders  of  our  Republic  have  their  early  training." 

In  January,  1879,  there  was  an  educational  rally  at  Columbus,  summoned 
by  the  chairman  of  the  executive  committee  of  the  Ungraded  Section.  Forty 
counties  were  represented.  There  was  a  business  meeting  in  the  afternoon. 
The  evening  session  was  held  in  the  hall  of  the  house  of  representatives.  Many 
members  of  each  branch  of  the  legislature  attended  and  gave  an  apparently 
interested  ear  to  the  addresses. 

The  opening  speech  was  a  clear  argument,  made  by  a  member  of  the  House, 
the  Hon.  Daniel  Worley  of  Stark  County,  which  was  followed  by  short,  earnest 
talks  by  twelve  other  speakers,  all  but  one  in  favor  of  the  object  of  the  meet- 
ing. From  some  cause  unknown,  unless  it  were  the  particular  number  of  those 
who  took  an  active  part,  in  spite  of  the  eloquence  of  the  debaters,  it  was  an 
unlucky  discussion,  and  the  cause  was  not  "full  high  advanced." 

Saturday  morning  the  convention  met  in  the  Central  High  School  hall. 
Superintendent  W.  H.  Cole,  presiding.  .An  exhaustive  and  eloquent  address  was 
read  by  Superintendent  W.  W.  Ross,  seconded  by  remarks,  few  but  to  the  point, 
from  a  number  of  the  prominent  teachers  of  the  State. 

The  mind  of  this  I)ody  of  educators  was  spoken  in  a  report  of  the  com- 
mittee on  resolutions: 

Whereas,  This  convention  hold  these  truths  to  be  abi;olute  and  universal : 

1.  That  the  concern  of  parents  for  the  good  of  their  children  absorbs  and 
controls  all  other  human  interests. 

2.  That  the  welfare  of  the  State  depends  upon  the  morality  and  intelligence 
of  its  people. 

3.  That  to  prepare  children  for  successful  and  useful  lives,  and  for  the 
just  performance  of  their  duties  in  the  primary  meeting,  and  at  the  polls,  good 
schools  are  indispensable. 

4.  That  good  schools  cannot  be  secured  without  the  direction  and  super- 
vision of  skilled  experts  ;    and 

Whereas,  The  truth  last  named  is  further  supported  In-  experience  and 
observation  to  the  eflfect  — 

1.  That  while  very  great  improvement  has  been  made  in  the  schools  of  the 
cities  under  supervision,  the  ungraded  schools  of  the  rural  districts  have  made 
little  advancement. 

2.  That  in  consequence  of  the  improved  condition  of  the  schools  of  the 
States  in  which  county  supervision  was  first  introduced.  State  after  State  has 
incorporated  it  as  a  part  of  its  .system  of  school  administration,  till  at  the  pres- 
ent time  it  is  a  cherished  feature  of  the  school  systems  in  three-fourths  of  the 
States  of  the  Union. 

3.  That  it  is  the  common  estimate  of  observers  that  one-half  of  the  time 
of  children  attending  the  rural  district  school  is  wasted  for  the  want  of  adapta- 


136  EDUCATIONAL  HISTORY  OF  OHIO 

tion  of  each  successive  step  of  instruction  to  that  which  preceded  and  that  which 
is  to  follow. 

4.  That  the  people  of  the  rural  districts  who  are  within  reach  of  town 
or  city  schools,  and  who  are  able  to  meet  the  expense,  very  commonly  seek  to 
have  their  children  educated  in  these  schools. 

5.  That  the  boys  and  girls  thus  sent  to  cities  for  education  are  estranged 
from  the  life  and  duties  of  the  farm  and  country  household,  and  that  as  a 
result  the  tendency  of  population  is  to  larger  cities,  thus  interfering  with  the 
proper  distribution  of  labor  and  with  the  best  development  of  the  resources  of 
the  whole  country. 

6.  That  in  the  management  of  railroads,  manufactories,  and  all  other  enter- 
prises, a  large  percentage  of  the  whole  expense  is  given  to  oversight  and  direc- 
tion, and  that  where  this  is  neglected,  financial  disaster  is  the  consequence. 

7.  That  wherever  this  subject  has  been  thoroughly  and  impartially  investi- 
gated by  the  people,  the  almost  unanimous  opinion  is  that  faithful  and  earnest 
supervision  of  the  common  schools  of  the  whole  State  is  vitally  essential  to 
progress. 

In  consideration  of  the  principles  and  facts  above  stated,  be  it 
Resolved,    That    this    convention,    composed    of    friends    of    education    and 
teachers,    do   hereby   respectfully    and   earnestly   recommend   the   adoption   of   a 
system  of  responsible  supervision  in  every  county  of  the  State. 

Mr.  Ross's  address  was  published  in  pamphlet  form  and  distributed  widely, 
also  a  circular,  prepared  by  a  committee  of  which  Dr.  .Alston  Ellis  was  chair- 
man, and  full  of  matter  that  should  interest  the  tax  payers,  for  it  concerns  them. 
The  campaign  literature  was  abundant  and  worthy.  Mr.  Worley  had  a  bill  to 
present  to  the  General  Assembly  for  consideration.  But  when  the  time  came  it 
was  judged  that  the  elements  were  unfavorable  and  the  boat  was  not  launched. 
It  would  have  been  more  heroic  to  have  ventured  and  been  wrecked. 

SOME    UTTERANCES    FROM    THE    COMMISSIONER'S    OFFICE 

"The  best  plan,  and  in  the  end  the  cheapest,  would  no  doubt  be  to  have  a 
county  superintendent,  who  should  perform  all  the  duties,  visit  all  the  districts, 
examine  teachers,  make  returns,  look  after  school  property  and  funds,  settle 
controversies,  and  perform  all  the  labors  now  so  much  complained  of  —  leaving 
to  the  district  officers  as  little  trouble  as  possible." 

S.\MUEL  Lewis, 
Superintendent  of  Common  Schools. 

"Without  thorough  and  constant  supervision  on  the  part  of  the  State,  the 
.school  system  can  never  be  made  harmonious  in  all  its  proportions.  .A  rigorous 
and  vigilant  central  influence  must  be  brought  to  bear  upon  it,  in  order  to  insure 
concert  of  purpose  and  of  action  throughout  the  various  members  of  the  system. 
And  this  central   influence  must  be  exerted  through  the  medium  of   local  and 


EDUCATIONAL  HISTORY   OF   OHIO  137 

intermediate  agents,  who  will  take  a  lively  interest  in  aiding  the  State  officers 
or  board,  in  accomplishing  their  purposes  of  reform  or  improvement." 

Henry  W.  King, 
Secretary  of  State. 

"Perhaps  the  plan  which  was  partially  incorporated  in  the  act  of  1838,  has 
been  more  generally  favored  in  this  State  than  any  other  —  that  of  a  single 
State  Superintendent,  assisted  by  county  superintendents.  The  only  serious 
objection  which  has  ever  been  made  to  this  plan,  is,  that  it  is  too  expensive  to 
support,  not  only  a  State  officer  for  this  purpose,  but  also  a  distinct  officer  for 
the  same  purpose,  in  each  county.  Hence,  this  plan  has  come  to  be  modified 
by  substitution  for  the  distinct  offices  originally  contemplated,  offices  already 
constituted,  and  devolving  the  charge  of  the  schools  upon  them.  This  modifica- 
tion of  the  original  plan,  has  shorn  it  of  its  strength  and  efficiency,  inasmuch  as 
the  duties  under  the  school  law  are  too  apt  to  be  regarded  by  the  officers  upon 
whom  they  have  thus  devolved,  as  subordinate  to  the  main  duties  of  their  office ; 
and  hence,  they  are  far  less  likely  to  be  properly  discharged,  than  they  would  be 

under  other  circumstances."  „  ^ 

Samuel  Gallow.w, 

Secretary   of  State. 

"It  is  believed  that  the  most  efficacious  measure  which  can  be  adopted  at 
the  present  crisis,  is  the  creation  of  the  office  of  county  superintendent.  Those 
who  now  act  in  this  capacity  are  unqualified  by  the  pressure  and  claims  of  the 
paramount  duties  of  their  offices  as  county  auditors,  for  discharging  what  ought 
to  be  the  essential  duties  of  superintendents.  They  are  anxious  to  -be  released 
from  a  station  so  uncongenial  with  their  tastes  and  pursuits,  and  cordially  con- 
cur in  the  necessity  and  importance  of  such  a  change." 

"An  intelligent  and  efficient  system  of  school  supervision,  then,  should  be 
regarded  as  of  vital  importance  to  the  welfare  and  success  of  our  common  schools. 
Let  such  a  system  be  established,  and  it  will  work  a  cure  of  nearly  every  un- 
soundness which  now  impairs  and  cripples  the  efficiency  of  so  many  of  the 
schools  in  the  State:  for  it  is  one  of  those  vitalizing  elements  in  a  school 
system  which  is  capable  of  eradicating  from  it  a  thousand  defects  and  ills." 

H.  H.  Barney, 
State  Commissioner  of  Common  Schools. 

"A  writer  in  a  recent  number  of  the  Ohio  Journal  of  Education  urges  with 
ability  the  appointment  of  County  Superintendents ;  assigning  many  valid  rea- 
sons for  the  same ;  defining  the  duties  of  such  an  officer,  and,  from  which  the 
following  is  an  extract:  "That  a  County  Superintendent  is  the  one  thing  need- 
ful for  the  perfection  of  our  State  School  System,  few  will  deny,  who  will  be, 
or  have  been  sufficiently  interested  to  examine  the  matter.  But  to  succeed,  the 
officer  must  be  a  working  man ;  the  office  is  a  laborious  one ;  the  duties  are 
extensive  and  responsible,  and  the  diligent  prosecution  of  them  would  occupy 
the  greater  portion  of  a  year.     In  every  county,  he  would  be  an  active  colleague 


138  EDUCATIONAL  HISTORY  OF  OHIO 


of  the  State  School  Commissioner,  suliject  to  his  instructions,  and  ready  to  aid 
him,  both  during  his  official  visits,  and  upon  all  other  occasions." 

But  it  appears  to  the  undersigned  that  the  attempt  to  carry  this  idea  into 
execution,  would  be  met  by  certain  practical  difficulties,  which  would  to  a 
great  extent,  thwart  its  purpose.  The  plan  has  been  adopted  in  several  of  the 
States ;  but  in  most  instances  it  has  failed  to  realize  hoped-for  results.  And 
if  every  township  was  favored  with  an  'Acting  Alanager  of  Schools,'  there  would 
remain  little  necessity   for  County   Superintendents. 

For  even  hinting  the  idea  of  a  County  Superintendent,  I  received  a  sharp 
rebuke  from  a  highly  respectaljle  newspaper  in  one  part  of  the  State ;  while 
an  able  writer  in  another  quarter  of  the  State,  earnestly  coml)ated  the  idea  vhat 
there  are  serious  difficulties  in  the  way  of  the  successful  introduction  of  such 
an  agency  into  our  school  system.  Doubtless  these  diverse  opinions  on  this 
subject,  represent  the  views  of  thousands  of  the  people  of  Ohio,  who  are  intelli- 
gent and  devoted  friends  of  education.  One  class  is  warmly  in  favor  of,  and 
the'  other  as  warmly  hostile  to,  the  creation  of  this  office." 

Anson  Smyth,  Comiiiissioiicr. 

"The  great  want  of  our  country  schools  is  supervision.  It  is  this  which  has 
vitalized  the  schools  of  our  large  towns  and  cities,  and  raised  them  to  their 
present  high  position ;  and  it  is  this  alone  which  can  give  character  and  effici- 
ency to  the  neglected  schools  of  the  rural  districts.  These  schools  sadly  need  a 
competent  superintendent  to  introduce  uniformity  and  system  in  their  classifica- 
tion and  general  management  —  to  map  out  and  personally  direct  a  rational 
course  of  instruction  —  to  instruct  inexperienced  teachers  in  truer  methods  of 
teaching  and  discipline  —  to  point  out  their  errors  and  successes,  and  apply 
vigorous,  searching  tests  to  the  results  of  their  efforts ;  in  short,  to  set  up  a 
higher  standard  of  work,  and  inspire  all  concerned  therein  with  a  progressive, 
earnest,  educational  spirit. 

"The  experiment  of  conducting  a  system  of  education  without  vigilant, 
intelligent  oversight  has  been  often  tried,  but  always  with  the  same  result  • —  a 
want  of  system  and  thoroughness.  Deprive  the  graded  schools  of  the  State 
of  all  superintending  care  and  direction,  and  they  would  rapidly  decline  in  stand- 
ing and  usefulness.  There  is,  indeed,  but  one  opinion  among  educators  respect- 
ing the  vital  importance  of  a  system  of  vigilant,  thorough  supervision  as  a 
means  of  improving  our  schools. 

The  vital  necessity  of  supervision  for  our  country  schools  being  settled, 
the  practical  question  arises,  how  can  it  best  be  secured?  I  see  but  one  feasible 
mode  of  accomplishing  the  result,  viz :  by  organizing  an  efficient  svstem  of 
county  supervision.  The  conviction  is  becoming  well  nigh  universal,  among 
those  who  have  given  the  subject  attention,  that  is  the  one  thing  now  needed  to 
perfect  the  excellent  school  system  of  Ohio.  A  competent  superintendent  in 
each  countv  of  the  State,  dischargin'j  with  reasonable  faithfulness  and  energy 
the  duties  incumbent  upon  such  an  officer  would  wonderfully  enhance  the  effici- 
encv  of  our  now  uncared  for  and  isolated  rural  schools." 

E.  E.  White,  Coiiiini<;sioncr. 


EDUCATIONAL  HISTORY  OF  OHIO  139 


"In  asking  the  General  Assembly  to  take  such  action  as  the  wants  of  our 
country  schools  imperatively  demand,  it  is  not  thought  necessary  to  enter  into  a 
discussion  of  the  relative  merits  of  the  different  plans  to  meet  these  wants,  that 
might  be  proposed. 

"The  experience  of  other  States,  and  the  prevailing  views  of  educational 
men  point  unerringly  to  the  agency  of  county  supervision.  Without  doubt, 
other  agencies  might  be  adopted  that  would  greatly  aid  m  rendering  the  country 
schools  more  efficient,  but  it  is  confidently  believed  that  county  supervision  is 
not  only  the  most  effective  and  economical,  but  the  most  expeditious  and  sure 
means  of  calling  into  existence  other  and  powerful  agencies  to  meet  the  same 
wants. 

"As  has  been  before  remarked,  our  system  of  township  supervision,  by 
means  of  acting  managers  of  schools,  has  proved  a  lamentable  failure.  Similar 
systems  in  other  States  have  also  uniformly  failed.  Any  system  of  supervision 
for  the  country  schools  must  necessarily  fail,  that  does  not  make  i)rovision  for 
the  employment  of  competent  superintendents,  whose  entire  time  and  energies 
are  given  to  the  work. 

"What  is  wanted  to  give  new  life  and  wise  direction  to  our  country  schools 
is  a  judicious  system  of  school  electioneering  —  a  corps  of  able  and  faithful 
school  recruiting  officers  —  the  creation  and  perpetuation  of  healthy  school  re- 
vivalism. John  A.  Norris,  Commissioner. 

"The  demand  for  county  supervision  of  schools  is  on  the  increase.  The 
resolutions  passed  by  educational  associations  and  by  numerous  Teachers'  Insti- 
tutes, and  the  assent  to  these  resolutions  of  the  intelligent  friends  of  education, 
clearly  indicate  that  something  more  is  needed  to  infuse  new  life  into  the  schools, 
especially  those  of  the  rural  districts.  The  beneficial  effect  of  supervision  on  the 
schools  in  cities  and  towns  has  demonstrated  the  fact  that  judicious  supervision 
is  a  powerful  educational  agency.  Following  are  ten  advantages  specified,  that 
would  result  from  the  labors  of  efficient  county  superintendents." 

W.  D.  HiiNKLK,  Commissioner. 

"To  insure  competency  and  efficiency  in  supervision,  the  plan  of  county  sup- 
erintendency  has  been  recommended  in  many  reports  of  this  department.  It 
has  been  tried  in  many  States  with  success.  The  State  Commissioner  has  no 
hesitancv  in  repeating  his  recommendation  for  its  adoption,  believing  that  it 
will  be  an  effectual  means  for  the  improvement  of  the  schools  in  the  rural 
districts.  The  field  of  labor  for  each  superintendent  will  be  large,  and  his 
duties  arduous ;  but  earnest,  enthusiastic  men  overcome  seemingly  insurmount- 
able obstacles,  and  those  with  whom  they  associate  become  imbued  with  a  por- 
tion of  their  spirit.  Under  the  watchful  care  of  these  men.  the  sub-district 
schools  would  soon  begin  to  emulate  those  of  the  towns  and  cities  in  the  struggle 
for  excellence.  The  cost  of  the  scheme  need  not  be  great,  for  funds  now  used 
for  other  purposes  might  be  appropriated  to  sustain  it,  and  duties  now  per- 
formed by  other  officials,  for  which  they  are  allowed   compensation,  might  be 


I40  EDUCATIONAL  HISTORY  OF  OHIO 


performed  by  county  superintendents.  The  unanimity  with  which  township  and 
county  school  officers  indorse  the  plan  of  county  superintendency,  confirms  the 
views  heretofore  expressed  of  its  expediency." 

Thomas  W.  Harvey,  Commissioner. 

"I  do  not  believe  that  paying  results  can  be  obtained  in  the  mstruction  of 
pupils,  in  the  construction  and  location  of  school-houses,  in  the  selection  of 
proper  time-saving  apparatus  and  books,  in  the  provision  of  suitable  furniture 
for  school-rooms,  in  the  arrangement  of  studies  best  to  be  pursued,  and  in  the 
preparation  of  intelligible,  satisfactory  reports,  without  skilled,  intelligent,  com- 
petent supervision  of  schools  and  of  school  provision.  I  am  equally  positive  that 
incompetent  or  unskilled,  inefficient  or  dishonorable,  unscrupulous  or  self- 
aggrandizing  supervision  of  schools  and  of  school  provision  is  an  extravagance 
and  an  evil  more  dangerous  to  the  growth,  prosperity,  and  life  of  ]X)pular  educa- 
tion than  the  combined  antagonism  of  factions  can  or  will  ever  be.  The  super- 
intendent of  schools  who  is  not  wise  and  skilled  enough,  and  I  may  say  brave 
enough,  to  do  the  legitimate  work  of  supervision  in  the  interests  of  his  pupils, 
all  of  them,  and  of  the  public,  or  who  spends  his  best  thoughts  and  strength  in  con- 
cocting plans  for  the  manipulation  of  the  boards  of  education,  in  the  interest 
of  his  own  aggrandizement  and  continuance,  rather  than  in  the  interests  of  those 
he  is  employed  to  serve,  or  who  through  fear  of  place-ostracism  or  for  any  other 
reason  sells  or  lends  his  influence  in  any  degree  whatever  to  any  interest  extrane- 
ous to  the  public  interest,  or  who,  in  order  to  outrival  in  management  his  con- 
temporaries, so  reports  the  status  of  his  school  as  to  make  himself  an  example 
of  deception  and  fraud  to  his  pupils  and  to  such  of  the  public  as  are  intelligent 
observers,  is  worse  than  an  incumbrance. 

Charles  S.  Smart,  Commissioner. 

If  a  fact  was  ever  established  by  the  testimony  of  witnesses,  it  is  proved 
that  county  supervision  is  a  valuable  part  of  the  machinery  for  managing  suc- 
cessfully a  system  of  rural  schools.  If  reasoning  by  analogy  ever  afforded  a 
basis  for  action,  the  example  of  other  States  and  countries,  and  the  conduct  of 
all  other  important  interests,  will  justify  the  people  of  Ohio  in  this  step.     *     *     * 

Appointment  of  the  superintendent  by  a  convention  of  presidents  of  town- 
ship boards  of  education,  or  of  delegates  appointed  by  these  boards,  will  much 
increase  the  chances  of  getting  the  right  man.     *     *     * 

The  superintendent  must  advise  with  boards  of  education,  looking  specially 
to  greater  unity  of  effort  and  better  results  in  school  work,  and  linking  together 
in  a  common  interest  and  sympathy,  directors,  parents,  and  teachers.  His 
knowledge  of  the  schools  and  teachers  would  eminently  fit  him  to  examine  the 
latter  for  license  to  teach.  Actual  inspection  by  a  skilled  workman  is  the  only 
certain  test  of  skill,  and  in  this  work  a  sure  test  is  of  infinite  importance. 

The  worthy  county  superintendent  will  be  the  best  friend  of  the  worthy 
teacher.  Elevating  the  character  of  the  school  brings  the  teacher  upon  a  higher 
plane  where  merit  is  more  likely  to  receive  recognition. 

James  J.  Bi'rns.  Commissioner. 


EDUCATIONAL  HISTORY   OF  OHIO  141 

I  have  attempted  to  show  that  inexperience  of  teachers  is  hkely  to  remain 
a  permanent  condition  of  country  schools  —  at  least  for  a  long  time  to  come. 
Every  year  there  will  be  entering  upon  the  work  of  teaching  in  these  schools  a 
large  number  of  young  men  and  women  who  have  never  taught  a  day.  Many 
of  them  come  to  the  most  difficult  task  in  the  world  with  scanty  equipment  in 
the  branches  they  undertake  to  teach,  and  without  dreaming  that  methods  of 
instruction  have  a  philosophic  basis.  Young,  inexperienced,  crude  in  knowledge, 
with  no  one  to  advise  with  in  their  perplexities,  it  is  not  to  be  wondered  at  that 
their  labors  are  unproductive  of  the  best  results.  Such  teachers  cannot  even 
know  whether  they  are  doing  good  work  or  not.  Those  of  them  that  have 
natural  qualifications  for  becoming  instructors,  in  time  work  out  of  this  state  of 
things,  and  become  good  teachers;  others  never  do.  And  this  latter  class  is 
not  a  small  one.  Supervision  appears  to  be  the  natural  remedy  for  all  this,  so 
far  as  it  is  capable  of  remedy. 

But  it  may  be  urged  that  a  county  superintendent  could  have  but  little 
time  to  give  to  individual  teachers  —  and  this  is  largely  true.  But  a  little  help 
at  the  proper  time  would  be  of  great  value.  Besides,  the  superintendent  could 
supplement  his  personal  attention  by  other  means  which  would  make  amends  for 
the  shortness  of  time  he  would  have  for  that.  He  could  hold  regular  township 
meetings  of  teachers,  in  which  he  not  only  could  give  general  instruction  as  to 
the  management  of  schools  and  methods  of  instruction,  but  could  advise  with 
teachers  individually  as  to  the  best  means  of  overcoming  any  special  difficulties 
they  might  have  encountered  in  their  work.  The  superintendent  could,  too, 
make  the  labors  of  teachers  far  easier  and  more  eflFective  by  prescribing  a 
regular  course  of  study,  and  giving  them  instruction  as  to  the  methods  of 
carrying  it  out.  By  this  means  time  would  be  gained  through  the  reduction  of 
the  number  of  classes,  and  some  system  be  given  the  work,  where  now  so  much 
of  it  lies  in  utter  confusion. 

Such  superintendent  could  do  much  —  and  that  should  be  one  of  the  main 
features  of  his  work  —  to  create  or  augment  a  healthy  educational  feeling  among 
the  patrons  of  the  public  schools.  This  he  could  do  by  addresses  to  the  people, 
or  by  conversation  with  leaders  of  public  opinion  in  the  different  communities. 

John  Hancock.  Commissioner. 

Intelligent  supervision  is  the  secret  of  success  in  all  great  enterprises.  The 
public  school  system  is  one  of  the  greatest  and  most  momentous  of  human 
interests.  Is  it  not,  therefore,  necessary  that  it  shall  have  intelligent  guidance? 
And  if  we  admit  that  the  success  of  our  city  schools  is  due  to  supervision,  would 
it  not  be  wise  to  extend  this  influence  to  all  of  our  schools  ? 

When  all  discussions  on  this  subject  are  ended,  it  would  seem  that  county 
supervision  is  the  logical  conclusion.  To  my  mind  it  is  the  only  way  to  reach 
the  country  schools.  Charles  C.  Miller,  Commissioner. 

The  friends  of  supervision  hava  never  been  able  to  unite  fully  upon  any 
measure  looking  to  this  end.  The  teachers  and  patrons  of  the  sub-district  schools 
also  hold  many  different  views ;  some  oppose  any  kind  of  supervision,  others 


142  EDUCATIONAL  HISTORY   OF   OHIO 

favor  township  supervision,  while  still  others  hold  to  the  opinion  that   county 
supervision  is  the  proper  solution.     *     *     * 

It  is  not  necessary  in  this  report  to  enter  upon  a  lengthy  discussion  of  the 
benefits  of  supervision.  They  are  recognized  in  every  department  of  business. 
Neither  is  it  desirable  to  discuss  the  relative  merits  and  demerits  of  township 
and  county  supervision.  I  feel  that  it  is  my  duty,  however,  to  state  that,  after 
carefully  investigating  this  matter,  I  am  very  positive  in  my  conviction  that 
township  supervision  is  vastly  superior  to  county  supervision.  That  supervision 
which  does  not  inspect  is  poor  and  incomplete  at  best,  and  such  inspection  is 
impossible  in  as  large  a  territory  as  the  average  county. 

Oscar  T.  Corson,  Commissioner. 

As  already  suggested,  there  is  need  of  better  organization  in  our  township 
schools.  Ver\  much  could  be  accomplished  through  some  form  of  required 
supervision.  A  number  of  plans  have  been  suggested.  First,  township  super- 
vision. This  plan  is  in  successful  operation  in  quite  a  number  of  townships 
under  permission  of  law  now  on  the  statute  books.  Single  township  superin 
tendency,  however,  presents  several  drawbacks.  It  covers  too  small  a  territory. 
Financial  considerations  interfere.  It  is  difficult  always  to  secure  the  right 
kind  of  talent.  Second,  single  county  supervision.  This  plan  is  now  in  success- 
ful operation  in  many  states  of  the  Union.  If  made  operative  in  our  state  some 
difficulty  would  be  encountered  in  our  larger  counties,  but  with  improved  roads, 
rapid  transit,  the  telephone,  duplicating  apparatus,  etc.,  a  larger  area  can  now 
be  reached  than  ever  before. 

Third,  district  county  supervision.  This  plan  is  a  compromise  between  the 
small  unit  of  the  single  township  and  the  much  larger  unit  of  the  whole  county. 
It  contemplates  the  division  of  the  county  into  several  supervising  districts,, 
each  having  from  thirty  to  sixty  schools.  In  either  of  the  last  mentioned  plans 
the  salary  of  the  superintendent  should  be  paid  out  of  county  funds,  and  the 
choice  of  a  superintendent  should  be  made  by  a  union  meeting  of  the  boards  of 
education  of  the  territory  supervised. 

Lewis  D.  Bonkbrake,  Commissioner. 

OPINIONS    OF    COUNTY    EXAMINERS,    i868 

As  to  results :  what  our  schools  want  most,  and  must  have  before  they  will 
accomplish  a  tithe  of  what  they  were  designed  to  accomplish,  is  thorough  County 
Supervision.  Give  this  county  (or  any  other  in  the  State)  a  man  for  County 
Superintendenf.  who  is  a  live  educator,  to  look  in  upon  every  school  in  the 
countv ;  observe  the  manner  in  which  our  teachers  impart  what  knowledge  they 
possess ;  how  they  govern  themselves  and  their  schools ;  see  what  interest,  if 
any,  is  manifested  by  the  patrons  of  these  schools  in  their  progress;  and.  if 
possible,  by  evening  talks  with  people  at  the  schoolhouses  awake  an  interest  in 
educational  matters  that  is  not  now  felt  —  and  we  feel  sure  that  the  amount  of 
money  now  expended  in  our  county  for  school  purposes  would  accomplish  double 


OF  THE     ■ 

•JNIVERSITY 
EDUCATIONAL   HISTORY   OF   OHIO  \.  r>a    ,°^Sii^^ 

the  good  it  does.  County  supervision  is  the  one  great  want  of  our  present  school 
system. 

Finally,  we  need  one  thing  exceedingly,  viz. :  county  superintendency. 
When  that  shall  have  been  established  we  are  confident  new  life  will  be  infused 
into  all  our  schools  and  a  new  era   will  commence  in  our  educational  history. 

The  question  of  a  county  superintendency  does  not  find  many  advocates 
in  this  locality.  It  is  believed  that  our  schools  can  be  as  successfully  managed 
by  the  present  system  as  to  incur  the  expense  of  an  additional  county  official, 
who  may  not  always  be  selected  in  view  of  his  peculiar  fitness  for  the  place, 
but  rather  to  subserve  some  political  end,  generally  to  the  detriment  of  educa^ 
tional  interests. 

Lastly,  we  absolutely  want  county  supervision.  This  want  is  confessed  by 
ever)'  friend  of  education  with  whom  we  have  conversed,  who  has  given  the 
matter  a  careful  reflection.  It  is  the  great  zvaiit  of  our  common  school  system,  and 
the  one  thing  necessary  to  the  correction  of  all  the  abuses  of  the  great  privileges 
we  might  enjoy  under  our  liberal  educational  appropriations. 

Very  little  is  said  in  regard  to  county  superintendency.  We  have  no  doubt 
but  good  would  result  from  such  an  office,  Init  are  not  certain  whether  it  would 
meet  with  the  approbation  of  the  people,  as  the  creating  of  another  official  would 
add  to  the  expenses  of  the  county.  True,  the  expense  would  be  small,  yet 
noticed  by  many. 

Our  schoolhouses  are  generally  warm,  well  seated  and  lighted.  They  are 
situated  in  regard  to  these  important  considerations,  namely,  center  of  the  dis- 
trict, and  most  accessible  point.  Your  observation  assisted  by  imagination  can 
easily  depict  some  of  these  locations,  viz. :  at  cross-roads ;  on  hill-sides,  close 
below  the  road ;  on  marshy  ground ;  in  deep  hollows  surrounded  by  dismal 
forests ;  and  on  hill-tops  unprotected  from  storm  or  sun  by  a  single  shade-tree. 
Many  have  no  play-ground  except  the  public  highway,  dry  or  muddy,  unless  the 
pupils  appropriate  some  neighboring  pasture-field.  Our  schoolhouses  are  in  poor 
taste,  consequently  they  are  not  very  attractive  to  the  children.  They  are  far  from 
being  pleasant  homes  as  they  should  be.  The  reason  for  many  of  these  defects 
is  that  our  present  school  system  makes  too  much  everybody's  business  what 
should  be  one  man's  business,  and  consequently  is  very  poorly  done.  It  has  ever 
been  an  established  principle  that  every  important  interest  common  to  any  body 
of  people,  must  be  concentrated  in  a  proper  supervision  to  make  it  successful. 

But  the  thing  most  needed  for  the  improvement  of  our  country  schools  is 
a  good  system  of  supervision.  Nothing  would  more  rapidly,  more  uniformly, 
elevate  our  schools  and  promote  their  success,  than  the  establishment  of  a  county 
superintendency.  Not  only  would  a  competent  superintendent,  devoting  his 
whole  time  to  the  work,  be  useful  in  seeing  that  the  law  is  properly  carried  out 
in  all  parts  of  the  county,  but  his  most  needed  and  most  useful  work  would  be 
to  instruct,  advise,  encourage  our  inexperienced  and  unskillful  teachers,  to  weed 
out  the  incompetent  and  worthless  and  secure  the  appointment  of  better  men. 
In  this  respect  alone,  such  an  officer  would  prove  a  great  public  benefit.  Prac- 
tically our  country  schools  have  no  supervision  at  all. 


144  EDUCATIONAL  HISTORY   OF   OHIO 

The  necessity  of  a  County  Commissioner  or  Superintendent  has  for  many 
years  been  strongly  impressed  on  our  minds ;  and  we  are  still  in  hopes  the  day 
is  not  far  distant  when  this  agency,  so  necessary  to  the  efficiency  of  our  school 
system,  may  not  be  wanting. 

COUNTY    EXAMINERS,    1878 

A  system  of  county  supervision  should  be  adopted.  The  necessity  for  super- 
vision exists  wherever  large  numbers  of  persons  are  employed  upon  any  work, 
and  schools  furnish  no  exception  to  the  rule. 

The  subject  of  "county  supervision"  has  been  much  discussed,  and  yet  it 
is  not  well  understood  by  man\-  teachers  and  school  patrons.  Some  of  the 
former  labor  under  the  impression  that  supervision  means  for  them  loss  of 
individuality  or  position,  while  not  a  few  of  the  latter  regard  a  system  of  super- 
vision with  disfavor,  because  they  have  caught  the  idea  that  it  will  greatly  in- 
crease the  burdens  of  taxation,  and,  at  the  same  time,  rob  them  of  their  just 
control  over  their  schools.  The  more  the  benefits  of  supervision  are  intelligently 
explained  to  the  people  the  less  objection  do  they  make  to  the  proposed  change. 
With  a  judiciously  planned  township  organization,  and  an  effective  system  of 
county  supervision,  there  would  be  promise  of  far  better  work  in  our  ungraded 
schools  than  is  now  secured  by  the  most  efficient  management. 

It  is  proposed  by  some  of  the  educators  of  Ohio,  as  a  means  of  giving  renewed 
energy  and  impulse  to  the  education  of  youth  in  Ohio,  that  we  should  have  county 
supervision.  Just  precisely  what  is  intended  to  be  done  is  spoken  of  in  a  vague 
and  indefinite  way,  but  like  all  other  measures  in  which  it  is  first  necessary  to 
secure  the  approval  of  the  people,  the  people  are  told  in  glittering  terms  as  to 
what  great  good  will  at  once  flow  from  so  beneficent  an  era.  If  the  friends  of 
the  measure  intend  to  invest  the  county  superintendent  with  all  the  visitorial 
power  now  enjoyed  and  possessed  by  a  superintendent  of  our  graded  schools, 
with  the  additional  power  of  granting  certificates  to  the  teacher,  we  understand 
what  is  contemplated  to  be  done,  but  are  at  a  loss  to  know  the  how. 

There  is  a  lack  of  uniformity  in  text-books  and  course  of  study  in  our 
country  schools,  and  a  lack  of  co-operation  among  teachers,  which  wrong  can- 
not be  overcome  by  the  present  school  system.  Had  we  county  supervision  this 
evil  might  be  remedied. 

A  county  superintendent  whose  duty  will  be  to  conduct  township  and  county 
institutes ;  to  oversee  and  assist  teachers  in  their  work ;  to  license  them,  and 
with  reference  to  success  in  teaching  as  well  as  scholarship ;  to  prescribe  a 
course  of  study,  and  to  see  that  it  is  followed,  and  to  see,  in  part,  to  the  employ- 
ment and  re-employment  of  teachers,  would,  we  believe,  remedy  many  of  the 
ills  under  which  we  now  labor. 

Our  teachers  are  looking  with  interest  to  the  renewed  agitation  of  the  sub- 
ject of  county  supervision.  We  look  to  county  supervision  for  a  remedy  for 
the  evils  with  which  our  present  system  is  afflicted. 

A  county  superintendent  has  some  friends  and  some  enemies.  Considering 
what  human  nature  is,  a  sovereign,  one-man  power  over  the  teachers  and  schools 


EDUCATIONAL  HISTORY  OF  OHIO  145 

of  the  county  might  be  a  great  wrong,  and  the  evils  we  might  run  into  might 
be  greater  than  those  of  which  we  complain. 

As  to  the  question  of  county  supervision,  we  desire  to  say  that  a  large 
majority  of  our  most  prominent  teachers  are  absolutely  opposed  to  any  such 
radical  change. 

We  must  say,  however,  that  while  the  county  superintendency  question  was 
up  last  winter,  our  best  teachers  were  strongly  in  its  favor ;  but  nearly  all  the 
incompetents  opposed  the  whole  movement. 

It  is  our  opinion  that  an  elective  county  superintendency  ought  to  be  author- 
ized by  our  General  Assembly.  The  elective  power  ought  to  be  invested  in  a 
judicious  county  board  of  education,  and  thereby  raise  the  grand  measure  above 
mere  politics,  wrought  in  the  interest  of  spoils. 

County  superintendency  seems  now  to  be  the  object  of  the  teachers'  desire. 

County  supervision  for  common  schools  is  not  universally  popular  among 
the  teachers  of  this  county  —  chiefly  because  it  is  thought  to  be  impracticable. 
It  is  admitted  that,  generally  our  graded  schools  are  superior  to  our  sub-district 
or  ungraded  schools.  It  is  also  admitted  that  it  is  due,  in  great  part,  to  thorough 
and  efficient  supervision.  But  it  is  because  it  is  believed  to  be  impossible  to 
have  thorough  county  supervision  that  we  are  opposed  to  it. 

Some  kind  of  well  regulated  county  supervision  or  superintendence  seems 
to  be  what  we  need. 

It  is  my  deliberate  opinion,  after  some  years  of  experience  and  observation,. 
that  a  large  amount  of  money  is  expended  unwisely  and  without  profit.  The 
great  bulwark  of  our  civil  and  religious  liberty  lies  in  the  education  of  the 
masses  of  our  people,  and  we  look  to  our  common  school  system  more  than  all 
else  to  do  this  work ;  and  the  basis  of  this  system  is  that  the  property  of  the 
State  shall  be  taxed  to  pay  for  the  education  of  her  children,  hence  it  seems  to 
me  that  the  State  should  have  a  more  direct  watch  and  care  over  these  schools. 

All  local  directors  are  not  competent  to  know  whether  a  teacher  is  qualified 
to  teach  or  not,  and  our  present  system  provides  for  this  by  the  appointment  of 
three  persons  by  the  probate  judge  of  the  county,  who  are  styled  county  school 
examiners,  and  they  are  expected  to  examine  applicants  and  pass  on  their  quali- 
fications to  teach,  and  in  these  examinations  their  opportunity  to  know  the 
applicant's  ?-eal  ability  to  teach  is  limited. 

I  am  of  the  opinion  that  it  would  be  both  economical  and  wise  to  have  some 
one  appointed  or  elected  by  the  people,  who  should  have  general  supervision  of 
all  our  school  matters  in  each  county,  to  whom  all  statistical  reports  should  be 
made,  and  whose  duty  it  should  be  to  visit  each  school  at  least  once  a  quarter,, 
teach  normal  classes,  conduct  teachers'  institutes,  etc.,  etc. 

The  question  of  "county  superintendency,"  in  this  county,  would  now  soon 
be  lost  sight  of,  if  local  directors  and  patrons  of  the  schools  would  visit  the 
schools  of  their  respective  districts  as  often  as  the  importance  of  the  work 
demands,  and  under  the  present  regulations  of  the  board  of  examiners,  this  is 
the  true  supervision,  and,  indeed,  all  that  is  necessary  to  make  our  schools  models 
of  perfection. 


146  EDUCATIONAL  HISTORY   OF   OHIO 

The  idea  of  a  county  superintendent  is  not  very  well  received  here.  Town- 
ship supervision,  outside  of  the  graded  schools  of  towns,  by  a  person  elected  by 
a  township  board  of  education,  it  is  thought,  woidd  be  a  better  plan. 

A  county  superintendency,  in  my  judgment  would  assist  the  auditor  mater- 
ially in  sending  in  prompt  and  suggestive  reports,  whatever  bearing  it  might 
have  on  the  general  condition  of  the   schools. 

Many  of  our  best  educators  are  in  favor  of  county  supervision,  and  never 
cease  writing  and  talking  to  that  end,  yet  the  people  seem  slow  to  move  in  the 
matter ;    but  some  kind  of  supervision  is  most  imperativelv  needed. 

One  of  America's  genial  essayists  was  of  the  opinion  that  the  weather  is  the 
theme  upon  which  there  is  the  most  said  and  the  least  done.  Among  school 
folk,  school  reform  is  probably  entitled  to  the  second  place.  Those  blank  peti- 
tions, spoken  of  some  pages  back,  should  have  returned,  no  longer  blank,  inert 
paper,  but  full  of  sound  and  sense,  significant  as  the  voice  of  ten  thousand  citi- 
zens and  voters.  The  lawmakers  are  not  likely  to  take  the  lead.  They  are,  and 
they  should  be,  conservative.  They  may  be  students  of  I'acon :  "What  is  settled 
by  custom,  though  it  be  not  good,  at  least  it  is  fit ;  and  those  things  which  have 
long  gone  together,  are,  as  it  were,  confederate  in  themselves ;  whereas  new 
things  piece  not  so  well." 

TOWNSHIP    SUPERINTENDENTS 

The  often  mentioned  law  of  1838  declares  that  the  clerk  of  each  township 
shall  be  superintendent  of  common  schools  therein.  It  is  his  duty  to  take  the 
enumeration  and  deposit  a  copy  with  tlie  county  auditor :  these  reports  furnish- 
ing this  officer  with  a  basis  for  certain  important  financial  transactions.  The 
clerk's  reward  for  this  counting  of  the  school  youth  is  one  and  one-half  dollars 
for  each  day,  and  a  penalty  of  fifteen  dollars  hangs  over  the  non-performance. 

But,  unlike  the  case  of  the  auditor's  superintendency,  the  clerk's  functions 
approach  the  proper  duties  of  a  superintendent  "in  charge."  He  prepares  a 
report  about  schools,  schoolhouses,  school  moneys,  which  aids  in  calling  forth 
from  the  auditor  those  despairing  returns  which  he  files  with  the  State  depart- 
ment of  schools. 

He  is  expected  to  visit  each  common  school  in  his  township  at  least  once  a 
year,  examine  the  teacher's  journal  and  all  other  matters  he  may  deem  important 
touching  the  situation,  discipline,  mode  of  teaching  and  the  improvement  thereof. 
The  teacher  must  have  furnished  some  faint  semblance  of  evidence  of  competency 
to  teach  a  school,  and  of  knowledge  of  subjects  he  teaches,  but  not  so,  the  man 
who  inspects  his  work  and  reports  upon  it  for  public  inspection. 

Mishaps  are  said  to  be  more  than  possible  when  the  blind  lead  the  blind. 
They  are  not  well  guarded  against  when  the  possibly  blind  lead  the  probably 
seeing  or  is  there  magic  in  the  phrase,  "elected  and  qualified f" 

No  evidence  remains  of  marked  results  from  this  law,  as  it  would  be  very 
natural  to  expect. 


EDUCATIONAL   HISTORY   OF   OHIO  147 

After  one  year  a  section  was  ackled  vvhicli  plainly  had  a  personal  basis  some- 
where in  human  nature  and  Ohio.  When  the  trustees  consider  it  inexpedient 
for  the  township  superintendent  to  visit  the  schools,  they  make  a  record  of  their 
conclusion  and  excuse  him  and  he  shall  be  excused  until  requested  by  the  trus- 
tees to  visit,  and  the  trustees  may  allow  a  compensation  therefor,  at  their  dis- 
cretion, not  exceeding:  one  dollar  for  each  district,  for  all  visitations  in  any  one 
year. 

By  the  law  of  1853  —  it  must  not  be  forgotten  that  there  were  no  township 
boards  of  education  under  the  earlier  laws  —  boards  could  appoint  one  of  their 
own  number  acting  manager  of  schools,  to  do  all  such  duties  as  the  board  may 
prescribe  in  relation  to  the  management  and  supervision  of  schools,  and  allow 
him  a  reasonable  compensation.  Here  is  the  same  fatal  weakness,  as  "their  own 
number"  was  composed  of  one  representative  from  each  board  of  local  directors, 
and  as  to  knowledge  of  the  expert  functions  of  a  supervisor  of  schools  the 
chosen  one  might  possess  it.  Few  things  are  impossible.  But  the  right  man 
must  be  a  resident  elector;  must  be  elected  a  director  of  a  sub-district  and  then 
chosen  clerk ;  finally,  his  fellow  clerks  must  make  him  active  manager.  Little 
of  good  came  from  the  possible  acting  managers.  The  legislation  was  only 
marking  time,  it  was  not  progress  beyond  a  tacit  admission  that  something  was 
needed.  It  looked  like  an  improvement  when,  ten  years  later,  the  township 
board  could  appoint  "any  competent  person." 

A  few  townships  elected  superintendents  but  this  reform  was  still  only 
marking  time,  the  law  stood  a  dead  letter  in  the  statute  book.  For  this  failure 
three  reasons  can  be  rendered.  The  great  need  of  the  reform  was  not  apparent 
to  tlie  people  and  the  local  directors.  An  unwillingness  and  inability  to  pay 
for  the  service  what  would  induce  a  competent  man  to  undertake  it.  The  inevit- 
able lack  of  harmony  of  action  while  the  teachers  of  the  township  were  respon- 
sible to  one  authority,  their  superintendent  to  another. 

But  there  was  a  brighter  day  a-dawning :  with  marvelous  deliberation,  it 
is  true.  The  grounds  for  this  confidence  in  the  future, —  and  anything  like  full 
day  is  stili  future, —  mav  be  seen  in  the  chapter  on  A  Township  District. 


CHAPTER  XIII 


LOCAL   OR  SECTIONAL   ASSOCIATIONS 


LOCAL   OR   SECTIONAL   ASSOCIATIONS 


CUE  State  Association  being  under  way,  and  as  a  result  in  a  great  measure 
of  influences  flowing  out  from  it  and  the  county  institutes  manned  and 
piloted  by  it,  otlier  assemlDlies  of  teachers  began  to  organize.  The  fine 
fever  proved  contagious  beyond  the  dream  of  those  in  whom  it  had  had  its 
beginning.  To  gain  spiritual  power  from  the  magnetism  of  numbers  two 
counties  would  join  names  with  a  hyphen  and  under  that  sign  they  would 
conquer;  or  three  would  do  this,  with  a  possible  use  of  an  additional  hyphen. 
.-\fter  while,  more  classic  grown,  or  less,  these  would  answer  to  the  appellation 
"Bi-County,"  "Tri-County," —  thus  far.  This  two-fold,  or  three-fold  assembly 
has  continued  to  the  present.  Sometimes  the  work  is  identical  with  that  of 
the  statutory  institute.  Much  more  commonly  its  duration  is  but  a  day  or  two, 
and  the  program,  of  platform  lectures  "all  compact." 

While  this  process  of  addition  was  going  on,  so  was  its  counter])art.  The 
State  was  being  divided  into  very  irregular  and  indefinite  and  mutually  encroach- 
ing fractions.  Central,  Northeastern.  Northwestern,  Southeastern,  Southwestern, 
Eastern,  Scioto  Valley,  North  Central. 

In  each  of  these  sections  there  was  an  organization  of  teachers,  not  to  take 
the  place  of  the  State  .Association,  but  to  be  an  ally  thereof.  Names  are  said 
to  be  things,  and  the  attempt  to  find  a  satisfactory  name  for  this  class  of  meet- 
ings and  organizations  has  been  a  bafiled  search.  "Sectional"  has  unpleasant 
associations  clinging  to  it.  That  which  we  call  a  rose,  by  any  other  name 
would  not  smell  so  sweet.  "Local"  is  used  in  the  periodicals,  but  surelv  it  is 
a  word  of  too  small  content,  "cribbed  and  confined,"  fitlv  to  designate  areas 
of  so  vast  extent,  and  organizations  of  so  "large  discourse."  These  all  deserve 
much  more  than  an  idle  search  for  a  name.  The  material  in  reach  from  which 
to  get  their  story,  with  some  is  abundant :    with  others,  scanty  or  lacking. 

But  while  there  have  been  Associations  many  there  have  been  Round 
Tables  more.  The  latter  do  not  always  strictly  follow  the  mode  suggested  by 
their  name,  for  the  lecture  habit  is  hard  to  keep  under  control  even  for  a  two- 
day  period,  but  their  plan  is  this :  A  number  of  topics  are  chosen,  usually  by 
the  members  at  large;  these  subjects  or  questions  are  ])rinted  and  distributed, 
and  thus  time  is  given  for  examination  and  thought,  and  at  the  meetings  these 
topics  are  called  up  at  the  pleasure  of  the  members,  and  in  no  regular  order. 
Whatever  is  the  matter  most  in  the  mind  of  the  school  public  at  the  time,  is 
pretty  sure  to  have  the  lion's  share  of  attention  given  it.  These  are  organiza- 
tions of  great  worth  though  it  is  necessary  that  this  true  remark  be  "praise  in 
departing." 

In  the  preparation  of  this  chapter  aid  was  rendered  in  the  "Northeastern" 
by  Superintendent  Sarver  of  Canton;  in  the  "Northwestern"  by  Superintendent 
Zeller  of  Findlay ;    in  the  "Eastern"  by  Dr.  John  McBurney  of  Cambridge. 


152  EDUCATIONAL  HISTORY  OF  OHIO 


THE    NORTHEASTERN    OHIO    TEACHERS'   ASSOCIATION 

The  Northeastern  Ohio  Teachers'  Association  was  organized  November 
13,  1869,  in  Cleveland.  Among  the  organizers  were  Thomas  W.  Harvey  of 
Painesville,  Samuel  Findley  of  Akron,  H.  B.  Furness  of  Warren,  A.  J.  Rickoff 
of  Cleveland,  G.  N.  Carruthers  of  Elyria,  and  R.  W.  Stevenson  of  .Norwalk. 
Thomas  W.  Harvey,  the  first  President  of  the  Association,  in  his  inaugural 
address  touched  upon  points  of  vital  importance  then  and  now,  such  as  the  im- 
provement of  the  rural  schools,  the  course  of  study  arranged  with  reference  to 
proper  classification  in  town  and  city  schools,  the  value  of  practical  and  disci- 
plinary studies,  methods  of  instruction,  and  moral  training.  The  other  speakei'S 
at  the  first  regular  meeting  held  in  Cleveland,  December  11,  1869,  were  Samuel 
Findley  and  W.  D.  Henkle,  who  discussed  respectively  the  model  teacher,  and 
the  condition  of  the  public  schools  of  Ohio.  With  such  men  in  the  leadership 
of  the  Association,  its  work  for  the  betterment  of  education  in  this  section  of 
the  state  was  most  auspiciously  begun. 

The  Constitution  adopted  at  the  first  meeting  states  the  objects  of  the  organi- 
zation to  be  the  professional  improvement  of  the  members,  the  advancement  of 
the  schools,  and  the  dissemination  of  correct  educational  ideas.  Teachers  and 
friends  of  education  were  eligible  to  membership  on  the  payment  of  the  annual 
membership  fee.  The  first  provision  of  the  By-Laws  called  for  meetings  of  the 
Association  the  second  Saturday  of  February,  April,  June,  October,  and  De- 
cember. The  earnest,  zealous  spirit  of  the  charter  members  of  the  North  East- 
ern Ohio  Teachers'  Association  is  clearly  revealed  in  the  inception  of  the 
organization. 

The  Constitution  and  By-Laws  have  been  modified  to  some  extent  at  dii¥er- 
ent  times,  but  the  aims  of  the  founders  have  not  been  forgotten.  Now  the 
Association  holds  three  meetings  each  year,  one  in  Cleveland  and  the  others  in 
cities  within  its  territory  including  a  dozen  counties  in  the  northeastern  part  of 
the  state.  This  section  of  Ohio,  known  as  the  Western  Reserve,  is  unsurpassed 
in  the  intelligence  and  morality  of  the  people,  else  it  could  not  have  produced 
so  many  educational  and  political  thinkers  exerting  a  powerful  influence  in 
national  affairs. 

The  Association  has  fostered  the  interests  of  education  in  many  ways.  It 
has  helped  to  create  public  sentiment  in  favor  of  the  best  schools  taught  by  the 
best  teachers  according  to  the  best  methods.  This  sentiment  has  made  the 
people  strong  in  moral  support  and  generous  in  local  appropriations  for  the 
public  schools.  There  is  no  murmuring  against  high  rates  of  taxation  for  the 
schools,  since  education  is  regarded  as  the  wisest  investment  of  public  funds. 
The  Association  has  helped  to  maintain  a  high  standard  by  which  the  efficiency 
of  the  teacher  and  of  the  school  is  judged.  It  has  encouraged  the  teachers  to 
be  students  of  the  majiy  problems  of  the  school-room  and  of  the  science  of  edu- 
cation, thereby  producing  a  pedagogical  consciousness  and  a  professional  spirit. 
At  different  times  Committees  have  been  appointed  to  consider  important  ques- 
tions as  to  the  course  of  study,  and  their  reports  are  contributions  to  education 
worthv  of  serious  attention.     The  Association  has  helped  to  form  the  educational 


EDUCATIONAL  HISTORY   OF  OHIO  153 

opinion  of  school  patrons  causing  them  to  look  with  favor  upon  progressive 
methods. 

The  Northeastern  Ohio  Teachers'  Association  has  held  one  hundred  and 
thirty-nine  meetings  in  the  thirty-six  years  of  its  history.  At  these  meetings 
nearly  all  prominent  educators  of  the  state  and  many  educators  of  other  states 
have  spoken.  Among  the  men  at  different  times  connected  with  the  organiza- 
tion may  be  mentioned  B.  A.  Hinsdale,  L.  W.  Day,  J.  J.  Burns,  E.  A.  Jones, 
E.  F.  Moulton,  H.  M.  Parker,  F.  Truedley,  R.  McMillan,  Henry  James,  Andrew 
Draper,  L.  H.  Jones,  N.  H.  Chaney,  H.  C.  Muckley,  C.  E.  Carey,  J.  M.  Fred- 
erick, H.  H.  Cully,  and  many  others  who  have  achieved  success  in  educational 
work. 

The  records  of  the  activity  of  the  Association  have  been  carefully  preserved. 
They  show  that  there  has  been  ever  the  desire  for  better  conditions,  ever  the 
effort  for  better  results,  ever  the  movement  toward  the  attainment  of  true  ideals 

Probably  the  most  dramatic  debate  upon  any  public  school  question  that 
was  ever  listened  to  in  Ohio  was  upon  the  stage  of  the  Northeastern.  Dr.  B.  A. 
Hinsdale,  of  Hiram  College,  read  a  paper  upon  Our  Common  School  Education 
which  stirred  the  public  school  men  far  below  their  usual  depth.  It  was  puD- 
lished  by  the  association  in  a  "neat  covered  pamphlet  of  over  thirty  pages."  At 
the  session  of  1877,  held  in  Cleveland  in  February,  the  discussion  of  this  paper 
which  was  to  have  been  was  not,  but  a  motion  instructed  the  executive  com- 
mittee to  appoint  some  one  to  prepare  a  paper,  on  the  Hinsdale  pamphlet. 

It  is  a  sign  of  the  high  tide  of  interest  then  flowing  in  regard  to  what  this 
organization  had  to  say  upon  the  subject,  that  nearly  all  the  prominent  public 
school  men  of  the  northeast  were  there ;  also  the  president  of  Western  Reserve 
College,  Dr.  Cutler,  and  State  Commissioner  Smart  with  two  of  his  predecessors 
in  office.  The  brief  report  of  the  meeting  suggests  rather  a  waiting  than  a 
doing.  The  r^al  cjuestion  did  not  come  to  the  controversial  surface  unless  it 
were  when,  at  the  close.  Dr.  Cutler  was  invited  to  make  some  remarks. 

The  speaker  contrasted  the  state  of  things  in  the  Western  Reserve  with 
those  of  the  former  days  when,  within  his  knowledge,  there  were  near  two- 
score  academies.  He  believed  the  rural  schools  were  not  so  good  as  they  had 
been,  all  the  good  teachers  having  been  taken  from  the  country  to  the  graded 
schools  in  the  towns :  and  he  suggested,  as  a  partial  remedy,  a  return  to  the 
academies.  That  notwithstanding  the  excellent  public  schools  of  New  England, 
the  well-equipped  academies  there  exerted  a  powerful  influence.  Here  was 
matter,  not  for  contradiction,  but,  the  main  point  being  admitted  —  and  the 
school  men  had  been  admitting  it  loudly  —  for  continued  calm  inquiry  about  the 
remedy.     The  remarks  were  made  and  received  in  the  kindliest  spirit. 

The  next  word,  audible  at  this  distance,  comes  from  the  editor  of  the  Edu- 
cational Monthly  in  May.  Dr.  Findley  refers  to  the  paper  of  Dr.  Hinsdale, 
read  in  December,  and  adds  —  April  14,  —  Mr.  A.  J.  Rickoff  was  to  read  a 
paper  in  reply ;  that  he,  the  editor,  was  not  able  to  be  present  and  does  not 
know  what  was  done  but  presents  "a  few  thoughts  bearing  upon  this  interest- 


154  EDUCATIONAL  HISTORY  OF  OHIO 


ing  question."  This  question  may  be  popularly  stated,  whether  the  former  days 
were  better? 

Dr.  Hinsdale  had  set  out  with  the  assertion  that  "the  common  school  is  a 
modern  thought,"  and  then  showed  how  widely  this  thought  had  spread  and 
how  firmly  it  had  fixed  itself;  that  "our  common  schools  constitute  a  highly 
complex  and  differentiated,  a  vast  and  powerful  system,  with  which  we  feel  great 
complacency."  Against  the  statistical  basis  of  this  satisfaction,  embalmed  in 
reports  and  aired  from  the  lecture  platform,  the  writer  of  the  paper  arrayed 
a  set  of  counter  statistics,  and  quoted  a  Harvard  professor,  and  a  West  Point 
professor,  as  saying  that  the  schools  of  former  generations  did  much  more  for 
their  pupils  than  is  done  for  their  pupils  by  the  schools  of  this.  These  critics 
draw  their  conclusions  from  a  comparison  of  the  qualifications  which  modern 
applicants,  and  those  of  the  former  day,  bear  with  them  to  the  college  door. 

Dr.  Findley  points  out  a  fallacy  in  the  reasoning,  he  refrains  from  quoting 
the  Scripture  of  a  still  older  time  upon  this  trait  in  human  nature,  but  poetically 
wrote:  "There  is  apt  to  be  a  halo  around  the  years  gone  by."  Even  Homer 
mourned  the  degeneracy  of  his  time,  and  Professor  Church's  earlier  students 
were  giants. 

Mr.  Rickoff's  paper,  which  the  editor  did  not  hear,  was  read  at  the  April 
meeting.  "The  discussion  of  the  two  papers  was  postponed  till  June,"  but  the 
June  program,  full  with  three  such  subjects  as  the  Course  of  Study ;  Methods 
of  Instruction  and  Individuality  in  Teaching,  by  Alexander  Forbes ;  and  L.  R. 
Klemm's  paper  on  the  Study  of  the  German  Language ;  Its  Benefits  to  English- 
speaking  Children,  gives  no  place  to  Our  Common   School  Education. 

There  was  some  discussion,  however,  for  the  writer  remembers  a  stroke  of 
Dr.  Hinsdale's  humorous  logic.  In  following  up  the  claim  that  close  grada- 
tion does  really  no  harm  to  the  bright  boy,  who  must  "slow  up" ;  that  good, 
rather,  comes  from  the  union  with  slower  travelers,  he  illustrated.  The  owner 
of  Rarus  was  harnessing  that  famous  racer  with  a  plodding  cart-horse  for  an 
exhibition  of  speed,  and  Rarus  remonstrated.  His  owner  soothed  his  equine 
indignation  with  the  reflection :  "True,  my  noble  steed,  you  will  not  come  under 
the  wire  so  soon  as  you  would  were  you  alone  but  you  will  go  over  the  ground 
more  and   better." 

During  this  feast  of  reason  and  flow  of  diverse  opinion  and  experience,  part 
was  taken  in  educational  papers,  and  wherever  people  concerned  in  schools,  their 
aims  and  methods,  came  together.  An  admirable  statement  of  his  side  of  the 
question  was  made,  December,  1877,  by  Mr.  Rickoff.  before  the  Cleveland  High 
School  Alumni  Association. 

Before  the  Ohio  State  Teachers'  Association,  1879,  Hon.  W.  D.  Henkle 
read  a  paper,  which  was  discussed  by  Hon.  T.  W.  Harvey,  entitled  "Lessons 
to  be  Learned  from  the  Hinsdale-Rickoff  Discussion." 

In  1 88 1.  February  11  and  12,  there  was  a  meeting  of  the  association  and  the 
reporter  wrote  "the  inaugural  address  of  President  B.  A.  Hinsdale  was  upon 
Character  Building,  which  he  treated  in  his  usual  masterly  way." 

In  1882,  Mr.  Hinsdale  was  superintendent  of  the  Cleveland  schools  and  Mr. 
Rickoff  was  superintendent  of  schools  in  Yonkers.  New  York. 


EDUCATIONAL  HISTORY  OF  OHIO  155 


THE    CENTRAL    OHIO    TEACHERS'    ASSOCIATION 

At  a  meetinjT  of  the  Clarke  County  Teachers'  Association,  held  at  Spring- 
field, January  7,  1870.  but  in  whose  brain  the  thought  had  quickened  it  is  not 
recorded,  steps  were  taken  for  the  bringing  into  being  of  an  association  embrac- 
ing the  central  part  of  the  state,  with  Columbus  for  the  usual  gathering  place. 
It  was  not  much  sooner  said  than  done,  and  a  committee,  with  T.  C.  Menden- 
hall,  then  a  Columbus  teacher,  as  chairman,  reported  a  plan,  and  nominated  the 
necessary  officers.  Columbus  was  fixed  upon  as  the  place  for  the  first  meeting, 
Saturday,  the  second  day  of  April,  following. 

The  exercises  at  this  first  meeting  were  said  to  have  been  interesting  and 
valuable.  The  inaugural  of  C.  S.  Smart,  of  Circleville,  was  discussed  by  Hon. 
W.  D.  Henkle,  Commissioner  of  Schools,  Mr.  Joseph  Sullivant,  and  others. 
In  a  discussion  of  the  Bible  question,  which  at  that  time  was  a  somewhat  critical 
question,  no  speaker  favored  the  exclusion  of  the  Scriptures  from  their  place  in 
the  opening  of  school.  In  the  afternoon.  Incentives  to  Study,  Methods  of 
Teaching  Penmanship,  and  Primary  Instruction,  were  treated  in  papers  read  by 
H.  M.  Parker,  of  Mansfield,  J.  !•".  Reinmund,  of  Springfield,  and  Mrs.  Cuscaden, 
superintendent  of  the  Marion  schools.  There  were  persons  from  nine  counties 
in  attendance. 

June  4,  of  the  same  year,  was  fixed  upon  as  the  time  for  a  third  meeting; 
a  poor  time,  one  would  think,  near  the  usual  closing  of  schools,  and  the  event 
confirmed  it.  "Not  exceeding  a  half  dozen  from  other  cities  and  towns"  and 
"but  few  of  the  Columbus  teachers."  The  outlook  was  not  bright,  but  the 
reporter  prophesied  worse  than  he  knew :  "The  Association  covers  too  much 
territory  to  be  a  success." 

Skipping  a  year  we  look  again  and  find  a  meeting  at  Delaware,  "the  largest 
yet  held" ;  and  at  Worthington,  January,  1892,  several  educational  problems 
discussed,  among  them  the  township  system,  unanimously  preferred  to  the  sub- 
district  system.  An  institute  for  teachers  of  graded  schools  was  favorably  talked 
of,  and  the  executive  committee  was  directed  to  make  the  needed  arrangements. 

There  was  a  meeting  in  .\pril ;  and  in  November,  at  Lancaster,  there  were 
over  one  hundred  teachers  present,  and  Supt.  G.  W.  Welch  of  Lancaster,  "'read 
a  .somewhat  radical  paper  on  geography ;  and  though  E.  H.  Cook  of  the  Co- 
lumbus high  school  made  an  earnest  address  on  the  necessity  of  unity  of  effort 
among  teachers,  the  remainder  of  the  session  was  devoted  to  the  question  which 
Hamlet  subjectively  considered.  The  conclusion  was  similar,  the  C.  O.  T.  A. 
resolved  "to  be."  A  president  was  elected,  and  a  resolution  adopted  to  hold 
two-day  meetings  thereafter. 

In  1873  there  were  two  successful  sessions,  at  both  of  which,  in  the  absence 
of  the  president.  Commissioner  T.  W.  Harvey  was  called  to  the  chair.  He 
spoke  upon  A  Uniform  Course  of  Study  for  Graded  Schools,  and  on  the  Educa- 
tional Prospects  of  Ohio.  There  were  papers  by  Messrs.  John  Ogden,  John 
Hancock,  William  Watkins.  Alston  Ellis,  and  George  S.  Ormsby,  by  Mrs.  Ogden 
and  Miss  Beistle,  and  by  Dr.  Edward  S.  Orton,  president  of  the  Ohio  Agricul- 


156  EDUCATIONAL  HISTORY   OF  OHIO 


tural  and  Mechanical  College.  It  would  seem  that  the  vote  "to  be"  was  not 
ill-taken. 

The  only  meeting  noted  herein  for  1874  was  attested  by  the  reporter  "the 
most  interesting  and  enthusiastic  meeting  ever  held  by  the  Association."  This 
is  a  safer  expression  of  eulogy  than  the  well-worn  county  institute  form  on 
account  of  the  omission  of  "largest."  Enthusiasm  can  not  be  measured  arith- 
metically. However,  there  were  valuable  papers,  a  pantomine  exhibition  at  the 
Deaf  and  Dumb  Institution,  and  an  "elegant  banquet  prepared  by  the  teachers 
of  Columbus." 

The  Central  Ohio  Teachers'  Association  continued  to  be,  and  to  be  pros- 
perous. After  a  lapse  of  eighteen  years  the  reporter  finds  it  holding  "one  of  the 
most  successful  meetings  ever  held."  One  of  the  elements  of  success  was  fur- 
nished the  executive  committee  by  the  teachers  of  the  capital  city  • —  one  hun- 
dred dollars. 

Over  a  decade  ago,  in  1894,  this  Association  held  a  session  of  two  days  in 
Dayton.  In  his  inaugural.  Superintendent  j.  A.  Shawan  of  Columbus,  dis- 
coursed upon  the  kindergarten,  the  manual  training  school,  free  text-books,  and 
the  enforcement  of  the  law  for  compulsory  school  attendance.  "The  mission  of 
the  kindergarten  being  to  deal  with  the  spiritual,  to  teach  the  child  to  do  for 
others  with  love  for  a  motive ;  in  it  the  first  lessons  of  the  brotherhood  of 
humanity  are  taught.  Since  the  conditions  of  our  country  demand  that  all  shall 
look  upon  labor  as  a  noble  thing,  the  manual  training  school  is  to  inculcate  this 
lesson  as  well  as  to  give  vigor  to  the  body  and  skill  to  the  hand.  If  educa- 
tion is  to  be  free,  public  school  authorities  should  provide  free  materials  for 
work  in  the  public  schools.  The  issuing  of  text-books  to  the  children  of  indi- 
gent parents  works  injury  in  two  ways.  Many  honest  people  whose  children 
have  an  honorable  pride,  are  compelled  to  class  themselves  where  they  do  not 
belong,  or  to  give  to  the  purchase  of  books  money  that  should  go  for  food 
and  clothes.  On  the  other  hand,  there  are  those  who  take  advantage  of  the 
situation  and  put  in  a  spurious  plea  of  poverty,  thereby  losing  their  self-respect, 
a  quality  essential  in  the  make-up  of  good  citizens,  and.  in  so  far,  yielding  to 
the  temptation  to  become  willing  paupers.  Let  us  have  a  free  education.  The 
compulsory  law  should  be  wisely  enforced.  A  boy  should  not  be  sent  to  the 
Reform  School  merely  for  truancy.  We  should  hesitate  to  place  upon  any  boy 
what  may  be  regarded  as  a  stigma  later  in  life." 

Miss  Anna  L.  J.  Arnold,  a  Dayton  principal,  read  well  an  excellent  paper 
on  Libraries  and  How  to  Use  Them.  Dr.  T.  C.  Mendenhall  delivered  an  even- 
ing lecture  upon  a  theme  of  much  interest  to  the  American  people.  The  Bering 
Sea  Controversy. 

Superintendent  L.  H.  Jones,  of  Cleveland,  read  a  paper,  the  closing  after- 
noon, entitled  "The  Touch  of  the  Artist  in  Teaching."  The  teacher  must  know 
nature,  must  know  literature,  must  know  and  love  the  child,  and  from  this 
knowledge  must  put  him  in  touch  with  the  world  all  about  him,  and  with  the 
soul  that  has  lived  for  centuries  in  art,  m  music,  in  books.  The  paper  exempli- 
fied the  writer's  theme. 


EDUCATIONAL  HISTORY  OF  OHIO  157 

THE    NORTHWESTERN    OHIO    TEACHERS'    ASSOCIATION 

In  1858,  in  the  period  of  peace  and  good  will,  December  24th  and  25th, 
the  fourth  annual  meeting  of  the  Educational  Association  of  N.  W.  Ohio  was 
held  at  Perrysburg.  According  to  one's  theory  of  chronology  the  year  of  its 
organization  may  be  determined.  A  resolution  of  regret  over  the  departure 
from  the  State  of  J.  R.  Kinney  refers  to  him  as  one  of  the  founders  of  the 
Association. 

After  an  appropriate  prayer  John  Eaton,  Jr.,  the  president,  announced  the 
order  of  exercises. 

The  reports  of  committees  disclose  few  names  familiar  to  the  present  gen- 
eration of  school  folk :  Converse,  Bradley,  Pease,  J.  W.  Ross,  Durgan,  Jackson, 
Brown,  Shannon,  Smith,  West,  Buell,  Dowling,  Hardy,  Strong,  Wentworth, 
W.  H.  Ogden. 

.-\n  address  of  welcome  greeted  the  teachers,  and  expressed  gratification 
over  the  opportunity  afforded  the  citizens  to  entertain  so  large  a  number. 

Mr.  Eaton,  not  yet  "General"  or  "National  Commissioner  of  Education," 
thanked  the  speaker,  and  referred  to  Perrysburg  as  the  place  whence  sprung 
the  admirable  system  of  primary  instruction,  then  so  successfully  in  practice  in 
that  part  of  the  State.  A  class  of  pupils  from  the  Toledo  schools  sang  a  beau- 
tiful echo  song ;  one  in  reading  illustrated  their  teacher's  method  of  teaching 
that  branch ;  a  class  of  young  misses  from  Toledo  gave  a  very  beautiful  and 
appropriate  calisthenic  exercise,  accompanied  with  suitable  music ;  Mr.  West 
gave  an  illustration  of  the  manner  in  which  physical  instruction  was  given  in 
the  school  under  his  charge,  and  the  way  being  so  beautifully  prepared  and 
illustrated,  "John  Ogden,  Esq.,"  spoke  briefly  upon  the  importance  of  physical 
education.  This  was  followed  by  an  illustration  of  methods  of  teaching  prac- 
tical arithmetic  given  by  a  class  under  direction  of  Miss  Fairbanks,  of  the  Mau- 
mee  Grammar  School. 

The  evening  session  was  opened  with  an  address  by  Mr.  Ogden  upon  a 
topic  with  a  name  since  grown  familiar  in  alliance  with  his :  The  Theory  and 
Practice  of  Teaching,  and  this  lecture  was  followed  by  a  discourse  upon  Milton, 
the  great  Puritan  and  epic  poet,  who,  "without  having  tasted  death,  walked 
immortal  in  his  singing  robes."  The  speaker  was  the  Rev.  I.  P.  Cannon,  and 
the  minutes  are  in  evidence  that  for  an  hour  and  a  quarter  he  swayed  a  large 
audience  at  his  will. 

Mr.  Crane,  at  the  Saturday  session,  read  an  essay  upon  the  Motives  of  the 
Teacher.  This  was  discussed  by  Messrs.  Lenderson,  the  Secretary,  and  Ogden 
and  Adams ;  and  the  opinion  of  the  essayist,  that  there  is  too  great  a  tendency 
to  simplify  text-books,   was  confirmed. 

There  was  a  lesson  upon  methods  of  solving  problems  in  proportion,  an- 
other lecture  by  Professor  Ogden,  a  report  that  the  next  meeting  would  be  held 
in  June,  1859,  at  Maumee  City,  the  passage  of  some  resolutions,  which,  unluckily, 
except  the  one  alluded  to,  are  not  given,  and  an  end. 

The  writer  has  given  so  much  space  to  this  organization  because  it  illus- 
trates more  fully  than  usual  a  certain  phase  of  association  work,  and  because 


158  EDUCATIONAL  HISTORY   OF  OHIO 

he  has  not  access  to  any  history  of  the  succeechnj;  meetings.  It  would  seem  a 
reasonable  opinion  that  it  ceased  to  he  before  the  middle  of  the  new  decade,  as, 
in  the  Educational  Monthly  for  1870,  there  is  mention  of  the  organization  of 
the  Northwestern  Ohio  Teachers'  Association  at  Clyde,  October  13th  of  that 
year ;  and,  in  assuring  the  school  public  that  no  harm  is  to  come  to  the  State 
Association  from  the  growing  grou])  of  local  associations,  the  editor  incidentally 
writes:  "A  Northwestern  Ohio  Teachers'  Association  was  organized  in  1864,  we 
believe,  and  several  large  and  successful  meetings  were  held.  For  some  reason 
it  was  given  up."  This  may  be  the  society  which  has  had  our  attention,  the 
editor  being  out  of  the  reckoning  ten  years,  or  it  may  be  another  one. 

However  the  fact  may  be  as  to  its  predecesor,  this  of  1870  was  reported 
to  have  had  fifty  teachers  at  its  launching. 

Mr.  Cowdery,  of  Sandusky,  o]X'ned  a  discussion  on  map-drawin  r,  a  subject 
that  for  a  time  in  Ohio  occupied  a  front  seat.  School  Government,  Moral  In- 
struction, and  Essay  Writing,  then  an  adjournment  to  Sandusky  in  December. 
This  association  was  to  meet  once  in  two  months.  No  trace  of  it  appears  in 
the  records  of  1872,  but  in  December,  1871.  there  was  "a  union  institute," 
attended  by  ninety-five  teachers  of  Allen,  Hardin  and  Hancock  counties,  at  Ada. 
The  exercises  were  said  to  have  given  much  satisfaction,  and  the  adjoining 
counties  were  invited  to  unite  with  those  already  in  the  league. 

The  foregoing  affords  a  look,  as  through  a  glass  darkly,  at  an  example  of 
the  germination  of  the  large  educational  societies  that  have  their  being  in  Ohio. 
One  will  spring  up,  and  after  while  its  decay  makes  more  fertile  the  soil  for  its 
successor. 

It  will  be  a  tolerably  fair  jjiece  of  joining  to  introduce  here  a  bit  of  history 
by  one  of  the  actors. 

This  association,  like  all  great  organizations,  had  its  origin  in  a  small  begin- 
ning and  was  born  in  an  obscure  corner  of  its  territory.  In  1869  Joseph  N. 
Baker,  then  a  leading  teacher  in  the  Findlay  public  schools,  now  living  at 
Bowling  Green  and  still  active  and  aggressive  in  school  work,  invited  the  teachers 
of  Hancock,  Wyandot,  Hardin  and  Seneca  counties  to  meet  at  Carey  to  hold  a 
teachers'  meeting.  There  were  present  at  that  meeting  Dr.  H.  S.  Lehr  of  Ada 
and  his  assistants,  Superintendents  Ephraim  Miller  and  T.  H.  Tufts  of  Fmdlay 
and  their  teachers,  Supt.  W.  T.  Fry  of  Upper  Sandusky  and  his  teachers,  the 
superintendent  of  Kenton  and  his  teachers,  and  Prof  J.  Fraize  Richards.  This 
first  was  a  very  interesting  and  enthusiastic  meeting,  and  resulted  in  the  organi- 
zation of  a  permanent  association  to  be  known  as  the  "Four-County  Institute." 
The  suggestion  of  a  permanent  organization  was  made  by  Dr.  Lehr,  who  was 
for  many  years  one  of  its  most  active  and  useful  members.  Dr.  Lehr  and  Mr. 
J.  N.  Baker,  with  others,  were  selected  as  a  committee  on  program  and  place 
of  meeting,  and  to  the  wisdom  and  genius  of  these  two  men  more  than  to  anv 
others  is  due  the  enthusiasm,  the  educational  spirit  and  aggressiveness  that  have 
ever  characterized  this  now  large  and  influential  association.  The  first  and 
second  meetings  were  held  in  1870- 187 1  in  Carey.  The  third  meeting  was  held 
at  Ada.     These  meetings  were  replete  with  interest  and  ])rofit  to  the  teachers. 


EDUCATIONAL   HISTORY   OF  OHIO  159 

Excellent   papers    were  read   on    live   cchicational   topics,   and    lively    discussions 
followed  by  the  leading  members. 

The  fame  of  this  "Four-County  Institute"  extended  rapidly  to  other  counties; 
county  after  county  knocked  for  admission ;  the  name  was  changed :  the  invita- 
tion to  join  in  the  good  work  was  extended  to  all  Northwestern  Ohio,  and  it 
was  accepted,  until  now  K.  W.  O.  E.  A.  embraces  twenty-two  counties. 

Tinged  deeply  with  a  missionary  spirit,  the  Association  has  held  sessions 
in  every  county  seat  in  its  territory.  Toledo,  Lima  and  Findlay  have  had  ses- 
sions with  900  and   1,000  teachers  in  attendance. 

The  time  for  the  meetings  of  the  association  at  first  was  in  the  holidays. 
About  fifteen  years  ago  the  time  was  changed  to  the  Thanksgiving  season,  and 
at  our  last  session  the  last  week  in  October  was  fixed  upon. 

The  programs  of  the  different  meetings  have  consisted  in  the  main  of  formal 
papers  carefully  prepared,  and  usually  on  professional  subjects. 

The  Association  became  so  popular  that  about  the  year  1890  a  sentiment 
was  present  that  two  sessions  should  be  held  each  year.  Under  the  leadership 
of  Supt.  J.  W.  Zeller,  of  Findlay,  a  round  table  department  was  organized  the 
following  year.  Its  sessions  are  interpolated  between  those  of  the  Association 
and  are  without  programs  and  papers.  Discussion  is  the  keynote,  not  active 
pouring  and  passive  absorbing ;  and  many  regard  that  even  with  the  mental  unrest 
that  often  attends  the  listening  to  formal  lectures,  not  this,  but  that,  the  better 
way,  though  both  are  good. 

While  the  subject  of  school  legislation  has  not  received  a  prominent  ])lace 
on  its  programs,  there  is  a  strong  .sentiment  in  the  Association  in  favor  .of  man- 
datory county  supervision  of  a  high  grade  for  the  rural  schools,  and  of  state 
normal  schools  for  the  professional  training  of  teachers,  so  located  as  to  give 
an  opportunity  for  such  training  to  all  classes  of  teachers. 

The  objects  of  the  Association  have  been  to  stimulate  and  inspire  the  teachers 
to  better  things,  to  inculcate  a  professional  spirit,  and  to  awaken  a  stronger 
educational  sentiment.  In  a  large  measure  its  objects  have  been  realized  and 
great  good  accomplished  in  the  advancement  of  the  cause  of  popular  education. 

The  reader  may  be  aided  in  forming  a  judgment  upon  the  foregoing  by  a 
glance  at  the  latest  meeting  of  this  body.  The  old  familiar  faces  of  three  decades 
ago  are  represented. 

It  is  claimed  that  five  hundred  teachers  were  in  attendance  upon  this  meet- 
ing at  Tiffin.  Superintendent  C.  L.  V'an  Cleve  gave  a  lecture  upon  the  Growing 
Boy,  dealing  mainly  with  adolescence,  a  refined,  intelligent  address,  and  most 
practical.  Superintendent  C.  C.  Miller  delivered  an  eloquent  discourse  upon 
English  Literature.  The  evening  lecture  was  by  Dr.  E.  E.  Sparks  upon  Horace 
Greely  and  American  Reform  Movements. 

On  Saturday  morning  the  association  divided  into  two  sections,  a  primarv 
and  a  high  .school  section ;  in  the  former  Reading  and  Primary  Methods  were 
the  subjects  considered :  in  the  latter,  Specialization  in  the  High  School,  and 
First  Year  Latin. 

When  the  sections  again  came  together  they  heard  Dr.  Duvall,  of  the  O. 
W.  U.,  upon  the  Intellectual  Life,  Professor  Scott,  of  the  University  of  Mich- 


l6o  EDUCATIONAL   HISTORY   OF   OHIO 

igan,  upon  How  to  Use  Practical  Art  in  Teaching  of  English  Composition,  and 
Commissioner  Edmund  A.  Jones  in  an  inspiring  address  upon  Patriotism. 

THE   EASTERN    OHIO   TEACHERS'   ASSOCIATION 

At  a  meeting  of  the  State  Teachers'  Association  in  1871  three  teachers 
resident  in  the  eastern  part  of  the  State,  M.  R.  Andrews  and  D.  W.  Matlack, 
of  Steubenville,  and  John  McBurney,  of  Cambridge,  reached  the  conclusion  that 
the  time  had  arrived  for  another  local  association  to  be  founded.  Its  first  meet- 
ing was  held  in  Cambridge,  and  Mr.  McBurney,  twenty-five  years  later,  tells 
its  story.     This  Quarter  Centennial  was  held  in  Cambridge  also. 

"Two  days  before  the  time  fixed  for  our  first  meeting,  September  30,  1871, 
the  schoolhouse  on  the  hill  at  the  east  end  of  Cambridge  was  burned,  and  with 
getting  rooms  ready  for  the  eight  schools  thrown  out  by  the  fire  we  were  not 
in  good  shape  for  the  meeting.  We  were  not,  however,  troubled  about  pro- 
grams, hotel  accommodations  or  railroad  rates.  We  were  not  looking  for  a 
crowd  and  were  not  disappointed.  We  were  not  sure  who  would  come  or  when 
they  would  arrive,  and  on  the  evening  of  September  29  went  to  a  prayer  meet- 
ing held  in  the  lecture  room  of  the  United  Presbyterian  Church,  the  room  to 
which  you  are  invited  to  repair  at  the  close  of  the  exercise  here  this  evening. 
Just  as  the  exercises  of  the  meeting  were  closing  a  handful  of  wise  men  from 
the  East  made  their  appearance,  and  the  whole  audience  remained  while  Profes- 
sor Edwin  Regal,  of  the  McNeely  Normal  School  of  Hopedale,  Ohio,  delivered 
what  may  properly  enough  be  considered  our  first  annual  address. 

"The  next  morning,  September  30,  we  assembled  in  the  old  town  hall,  which 
now  exists  only  as  a  memory.  I  can  still  see  it  as  it  appeared  that  day,  with  its 
hard,  straight-backed  benches,  and  the  little  crowd  of  twenty  or  thirty  gathered 
along  the  north  side  near  the  big  Burnside  stove,  for,  though  so  early  in  the 
fall,  it  was  a  raw,  cold  day.  There  were  present  Andrews,  Rowe  and  Matlack 
of  Steubenville,  Myers  and  Robb  of  Cadiz,  Regal  of  Hopedale,  McEwen  of 
Barnesville,  Gooderl  and  Frame  of  Washington,  McKitrick  of  Cumberland,  Keil 
of  Point  Pleasant,  Reuben  McMillen  of  Youngstown  and  H.  J.  Gourly  of  Pitts- 
burg. These  last  two  were  of  that  much  abused  but  useful  class  of  our  fellow 
citizens  known  as  book  agents,  without  some  of  whom  no  teachers'  meeting 
would  be  complete.  In  addition  to  these  from  a  distance  there  were  present 
School  Examiner  C.  B.  Hutchinson,  Miss  Anderson,  Miss  Beatty,  Miss  Turner, 
teachers  in  the  Cambridge  schools,  and  perhaps  a  dozen  others,  certainly  not 
more. 

"W.  J.  Myers,  of  Cadiz,  was  made  chairman  and  John  McBurney  Secretary ; 
Andrews,  Regal  and  Miss  D.  V.  Anderson  were  appointed  a  committee  on  con- 
stitution. Mr.  Andrews  explained  the  objects  of  the  meeting,  and  the  chairman 
read  a  paper  prepared  by  Superintendent  McLaughlin,  of  McConnellsville,  who 
could  not  be  present  on  account  of  poor  traveling  facilities.  Railroads  were  not 
so  numerous  in  this  section  of  Ohio  in  1871  as  they  are  now.  Reuben  McMillen 
discussed  the  subject,  'Inherited  and  Acquired  Habits.'  This  gave  the  Associa- 
tion a  sort  of  psychological  turn  at  its  beginning. 


EDUCATIONAL  HISTORY   OF  OHIO  i6l 

"The  officers  elected  were :  President,  W.  J.  Myers ;  Vice-Presidents,  John 
McBurney  and  A.  M.  Rowe.;  Secretary,  J.  L.  Robb;  and  there  must  have  been 
some  funds  to  look  after,  for  J.  A.  McEwen  was  made  Treasurer.  Edwin  Regal, 
D.  W.  Matlack  and  R.  S.  Frame  were  the  executive  committee.  The  Associa- 
tion then  adjourned  to  meet  in  Steubenville  January  12  and  13.  1872.  It  was 
understood  that  there  should  be  three  meetings  in  the  year." 

Of  the  second  meeting  there  is  no  such  graphic  description ;  only  the  cold 
item  sent  to  the  Educational  Monthly,  from  which  it  appears  that  there  was 
no  meeting  in  January  and  the  Steubenville  meeting  was  the  second.  It  was 
held  May  4.  Professor  Edwin  Regal  presided.  Commissioner  Harvey  gave 
an  excellent  address  upon  Emotional  Culture:  Rev.  J.  .A.  Worden  of  Steuben- 
ville spoke  on  Professional  Training;  J.  J.  Burns,  of  St.  Clairsville,  gave  a 
lecture  on  Reading  and,  in  the  discussion  following,  besides  those  already 
named,  Alessrs.  Forbes,  of  Cleveland;  McMahon,  of  Wheeling;  and  Andrews, 
of  Steubenville,  engaged.  Mrs.  Devoir,  of  the  Steubenville  schools,  conducted 
a  very  creditable  class  e.xercise.  An  excellent  dinner  was  served  by  the  teachers 
of  the  city.  J.  J.  Burns  was  elected  president  for  the  next  year.  The  time  for 
the  ne.xt  meeting  was  SejJtember ;  place,  Bellaire. 

The  record  of  the  Bellaire  meeting  shows  that  one  hundred  and  twenty 
teachers  were  ])resent ;  that  the  inaugural  address  concerned  Human  Nature,  or 
the  Boy.  President  Hays,  of  Washington  and  Jefferson  College,  gave  a  fine 
lecture  on  Educated  Failures,  and  valuable  papers  were  read  by  Mr.  McBurney, 
Mr.  Andrews,  and  Miss  Sutherland.  Miss  Greenwood,  of  the  Bellaire  schools 
conducted  a  class  exercise  in  calisthenics.  No  notice  of  the  next  meeting  was 
given  and  all  traces  vanished  from  the  current  history  of  the  Association  till 
1876.  when  a  session  at  Cambridge  is  scantily  reported.  J.  M.  Yarnell,  of 
Barnesville  was  president.  In  1877,  December  i  and  2,  there  was  a  session  at 
Steubenville  of  the  S.  E.  O.  T.  .A.  "hereafter,"  the  report  says,  "to  be  known 
as  the  Eastern  Ohio  Teachers'  Association,"  though  the  third  meeting  at  Bellaire 
was  announced  under  that  name. 

Miss  Delia  A.  Latlirop,  of  Cincinnati,  read  a  paper  on  The  Lady  Teacher. 
Dr.  Samuel  Findley,  of  Akron,  and  D.  P.  Pratt  of  Bridgeport  presented  the 
Sources  of  the  Teacher's  Power.  M.  R.  Andrews  spoke  upon  Moral  Culture, 
and  J.  T.  Duff  of  Bellaire,  upon  Methods  of  Conducting  Examinations.  Miss 
Sutherland,  of  Steubenville,  gave  a  lesson  in  English  literature. 

In  1878,  "the  eighth  annual  meeting  —  E.  O.  T.  A. —  met  in  Cambridge. 
Commissioner  Burns  delivered  an  inaugural."  The  report  indicates  a  large  and 
successful  meeting.  At  the  evening  session  Ungraded  Schools  was  the  topic, 
and  there  was  a  unanimous  vote  in  favor  of  county  supervision. 

The  quarter-centennial  celebration  was  held  in  Cambridge,  1895,  the  place 
of  the  first  meeting,  its  welcoming  being  the  reminiscence  with  which  this  sketch 
began ;  and,  in  1904,  the  association  returned  for  the  fourth  or  fifth  time  to  its 
birthplace.  The  proceedings  are  not  at  hand  except  another  welcome  from  the 
same  speaker,  an  extract  from  which  will  serve  'for  a  word  at  parting ;  "Our 
auditor  and  probate  judge  are  both  ex-teachers  and  ex-county  examiners.  Our 
treasurer  is  an  ex-teacher,  and  the  judge  of  our  courts  is  an  ex-teacher  and  a 


162  EDUCATIONAL  HISTORY  OF  OHIO 

former  principal  of  our  high  school.  Ex-teachers  constitute  a  large,  influential 
and  useful  class  of  our  fellow  citizens ;  still,  I  wish  there  were  not  so  many  of 
them.  Their  number  indicates  that  much  of  our  educational  work  has  been 
done  by  tyros ;  that  there  has  been  much  experimenting  and  necessarily  much 
good  material  spoiled  or  injured. 

If  I  could  have  my  way  there  would  not  be  so  many  ex-teachers.  I  would 
have  every  one,  before  entering  upon  the  work,  take  a  complete  course  in  peda- 
gogics. Then,  after  trial,  if  a  teacher  were  successful,  I  would  make  the  salary 
large  enough,  so  that  he  would  not  need  to  seek  other  em])loyment  in  order  to 
gain  a  livelihood.'" 

This  selection  contains  sound  pedagogy,  and  a  condensed  chapter  of  educa- 
tional history,  subject, —  one  great  obstacle  in  the  way  of  the  success  of  our 
public  school  system.  It  also  points  out  where  to  plant  young  Ambition's  ladder 
to  climb  to  preferment. 

THE   SOUTHEASTERN   OHIO    TEACHERS'   ASSOCIATION 

There  were  two  associations  organized  and  given  this  fourteen  syllabled 
name.  The  first  in  1871,  some  snatches  of  whose  history  have  just  been  given, 
and  which  soon  somewhat  shortened  the  heading:  the  second  in  Marietta,  1878. 
The  mention  in  the  Educational  Monthly  calls  it  "the  first  annual  meeting."  It 
was  to  embrace  Wood  County,  W.  Va.,  and  Washington,  Meigs,  Athens,  Mon- 
roe, Morgan,  Noble,  in  Ohio,  with  such  other  counties  as  might  come  into  the 
union.  The  topics  presented  were  the  School,  the  Soul  of  the  Higher  Life  of 
the  State,  Ohio  School  Law,  Human  Nature,  the  High  School  Question,  the 
Study  of  English,  What  is  Success?  A  constitution  was  adopted  and  officers 
were  elected.  Dr.  I.  W.  Andrews,  Prof.  O.  M.  Mitchell,  and  others  of  the 
college  faculty  were  present  and  joined  in  the  discussions. 

The  second  meeting  was  held  at  .Athens  in  1879.  Meetings  followed  at 
Parkersburg,  Logan,  Gallipolis,  and  other  places  to  the  present  date. 

THE   SCIOTO   VALLEY   TEACHERS'   ASSOCIATION 

The  date  and  data  of  the  first  meeting  are  not  disclosed  in  the  sources  at 
hand  but  it  is  recorded  that  the  third  meeting  was  held  in  Chillicothe,  1880, 
April  16  and  17,  "with  a  good  attendance,"  and  further,  which  is  full  of  sug- 
gestions, "every  appointee  was  faithfully  and  punctually  present,  and  the  pro- 
gram was  executed  throughout  as  follows:  Inaugural  .\ddress,  American  Lit- 
erature, J.  W.  Longbon;  Pedagogical  Parade,  Samuel  J.  Major:  Brains,  Pro- 
fessor Tuttle;  Practical  Education,  M.  C.  Campbell;  Rhetorical  Work,  Principal 
Long :  School  Legislation,  the  Commissioner  of  Common  Schools.  The  next 
meeting  was  to  be  held  in  Jackson  at  the  call  of  the  executive  committee. 

As  the  meeting,  1879,  May  9  and  10,  with  the  same  president  as  above,  also 
adjourned  to  meet  in  Jackson,  December  26,  some  historic  doubt  hovers,  but 
there   was  a  session   in   Ironton,   1882,   May   5   and  6,   with   an  excellent   "pro- 


EDUCATIONAL   HISTORY   OF   OHIO  163 

gramme" :  Lessons  from  Experience,  J.  A.  Lowes,  discussion  by  Commissioner 
DeWolf:  Compulsory  Attention.  W.  B.  Wylie:  Integrity  as  an  Element  in  Edu- 
cation, T.  C.  Flanegin;  Pedagogical  Impediments,  A.  J.  Hawk;  Indirect  Influ- 
ence of  Teachers  and  Teaching  upon  the  Formation  of  Character,  Miss  H.  U. 
Maxon.  In  the  evening  T.  C.  Alendenhall  sjjoke  on  Education  in  Japan.  "The 
attendance  was  large  and  every  exercise  interesting  and  profitable" ;  a  combina- 
tion and  a  form  indeed  that  will  always  give  assurance  of  success. 

THE  SOUTHWESTERN   OHIO   TEACHERS'  ASSOCIATION 

No  one  would  fear  that  the  part  of  the  State  that  first  nourished  a  system 
of  free  schools  and  which  an  educational  organization  first  honored,  would,  in 
the  later  time,  be  barren  soil  for  the  growth  of  a  teachers"  association,  nor  has 
it  been. 

In  1882,  according  to  a  statement  in  the  Ohio  Educational  Monthly,  page 
487,  tlie  ninth  meeting  of  the  "Soutliwestern"  "was  held  at  Cincinnati,  October 
28."  The  program  follows.  In  the  December  number  there  is  a  brief  history 
of  the  meeting.  Substitutes  were  furnished  for  the  president  of  the  board  oj 
education,  who  was  to  have  welcomed  the  association  and  for  the  gentleman  wno 
was  to  have  replied. 

There  was  an  overture  by  the  Cincinnati  music  teachers.  President  Mickle- 
borough's  inaugural  address  upon  the  great  Educational  Problems  of  the  Hour, 
a  paper  by  J.  C.  Macpherson,  superintendent  of  the  schools  of  Wayne  county, 
Indiana,  upon  Grading  in  District  Schools  which  was  discussed  at  length  by 
Commissioner  De  Wolf.     The  large  hall  of  Hughes  High  School  was  crowded. 

Going  toward  the  origin  of  the  association,  though  without  finding  it,  one 
may  look  upon  announcements  of  meetings  in  pairs  in  '81  and  '80,  sometimes, 
as  in  October,  '80,  a  stark  outline  of  the  proceedings. 

Coming  forward  by  flights  a  decade  in  span  one  finds  the  S.  W.  O.  T.  A. 
flourishing  in   1892  and  in    igo2. 

There  was  an  organization  which  continued  several  years,  '79,  '80,  '81,  '82, 
at  least,  called  the  Tri-State,  which,  being  interpreted,  signified  Michigan,  In- 
diana, and  Ohio.     The  sessions  were  well  attended. 

For  many  years  the  Round-Table  has  been  multiplying  upon  the  fair  face 
of  the  .State  and  lapping  over  in  courteous  communion  with  other  States.  In 
these,  all  sorts  and  conditions  of  school  questions  are  taken  from  their  places 
of  concealment,  or  they  come  warm  from  some  school  man's  personal  experi- 
ence, and  treated  in  the  frank  informal  way  which  is  possible  when  a  speaker 
is  not  in  the  critical  act  of  making  a  speech.     The  name  suggests  the  mode. 

But  the  round-tables  are  so  numerous,  likewise  the  other  educational  group- 
ings not  yet  mentioned  that  their  census  would  rival  Banquo's  issue.  Their 
cause,  it  is  just.     May  they  live  long  and  prosper! 

Something  too  much  of  this  perhaps,  but  the  writer's  only  aim  here  as 
elsewhere  is  to  aff^ord  the  reader  a  fair  idea  of  the  many  educational  agencies, 
those  of  which  the  law  knows  nothing  as  well  as  those  that  are  at  least  under 


164  EDUCATIONAL   HISTORY   OF  OHIO 

the  edge  of  lier  protecting  wing,  lielieving  they  are  all  included  in  educational 
history. 

Whatever  Ohio  is  or  mav  become  in  those  things  which  constitute  a  State, 
these  societies,  organized  and  maintained  by  the  zeal  and  the  voluntary  contribu- 
tions of  the  teachers,  have  aided,  and  will  continue  to  aid,  in  bringing  about. 


( 


CHAPTER  XIV 


STATE   SUPERVISION: 

THE   SUPERINTENDENTS 
THE   COMMISSIONERS 


STATE   SUPERVISION 


THE    SUPERINTENDENTS 
Samuel  Lev\is: 

Elected  by  the  Legislature  for  one  year,  March  30,  1837;  re-elected  for  a 
term  of  five  years;  resigned  December,   1839.     Office  abolished  March  23,  1840. 

William  Trkvitt,  Ex  officio      .......  1840 

John  Sloane,  "........  1840-1843 

Samuel  Galloway,     "........  1843-1849 

Henry   W.   King,        " 1849-1851 

William   Trevitt,        " 1851-1854 

OHIO  has  written  for  herself  two  Constitutions,  in  neither  of  which  is 
found  a  constitutional  basis  for  the  office  of  State  Superintendent  of 
Schools,  nor  a  clear  utterance  for  free  schools. 

The  standing  committee  upon  education  in  the  Constitutional  Convention 
of  185 1  made  a  majority  and  a  minority  report,  each  of  which  contained  the 
provision  :  "The  General  Assembly  shall  provide  for  the  election,  by  the  people, 
of  a  Superintendent  of  Common  Schools,"  but  it  did  not  obtain  ratification  by 
the  Convention.  It  simply  made  it  the  duty  of  the  General  Assembly  to  make 
such  provision  as  "will  secure  a  thorough  and  efficient  system  of  common  schools 
throughout  the  State,"  while  the  Constitution  of  1802  had  declared  that  "schools 
and  the  means  of  education  shall  forever  be  encouraged  by  legislative  provision." 

These  constitutional  enactments  left  the  matter  of  State  Supervision  of 
Schools  to  the  varying  judgment  or  ])rejudice  of  the  legislature,  and  it  has  trav- 
eled a  "rough,  uneven  way." 

This  example  was  not  followed  by  Michigan,  which  came  into  the  Union 
in  1836  under  a  Constitution  which  declared  that  the  governor  shall  nominate, 
and  by  and  with  the  advice  and  consent  of  the  legislature,  in  joint  vote,  shall  ap- 
point a  superintendent  of  public  instruction,  who  shall  hold  his  office  for  two 
years,  and  whose  duties  shall  be  prescribed  by  law. 

In  the  first  Constitution  of  Wisconsin,  1848,  the  Article,  Education,  provides 
that  the  supervision  of  public  instruction  shall  be  vested  in  a  State  Superin- 
tendent and  such  other  officers  as  the  legislature  shall  direct.  The  State  Super- 
intendent shall  be  chosen  by  the  qualified  electors  of  the  State.  The  first  superin- 
tendent was  chosen  in  1850. 

Indiana  has  a  constitutional  provision,  185 1,  for  the  election  by  the  voters 
of  the  State  of  a  State  superintendent  of  ])ublic  instruction;  also  "for  a  general 
system  of  education,  ascending  in  a  regular  gradation  from  township  schools  to 
a  State  University,  wherein  tuition  shall  be  gratis  and  equally  open  to  all." 


i68  EDUCATIONAL  HISTORY  OF  OHIO 

Waves  of  emotional  excitement  can  not  usually  be  traced  to  their  complex 
causation,  as  the  tidal  waves  when  the  sea  bares  her  bosom  to  the  moon.  Their 
times  and  seasons  are  not  known  to  any  almanac,  but  they  come  and  thev  go. 

It  was  during  the  flow  of  one  of  these  that  Michigan  began  the  work  just 
noted ;  that,  in  Cincinnati,  was  brought  into  being  an  educational  society,  great 
in  the  zeal,  eloquence  and  ability  of  its  members  and  honored  in  the  good  that 
lives  after  it ;  that  the  legislature  of  Ohio  commissioned  a  distinguished  scholar, 
who,  on  another  errand  of  enlightenment  was  going  abroad,  to  look  closely  into 
and  report  upon  the  condition  of  common  schools  in  Europe ;  that  the  legislature 
of  Ohio  passed  an  act  establishing  an  institution  for  the  education  of  the  blind ; 
that  the  first  Ohio  State  Convention  of  teachers  was  held;  that  a  resolution  was 
offered,  1837,  in  this  same  body  by  Alfred  Kelly,  a  wise  and  eminent  statesman 
of  Franklin  county,  instructing  the  committee  on  common  schools  to  inquire  into 
the  expediency  of  creating  the  office  of  Superintendent  of  Common  Schools. 

The  committee  reported  favorably,  their  report  was  embodied  in  a  bill  and 
the  bill  became  a  law :  to  create  the  office  of  Superintendent  of  Common  Schools 
for  the  State,  to  be  elected  by  the  legislature  for  the  term  of  one  year  at  a  salary 
of  $500. 

The  "tide"  was  not  sweeping  with  the  force  of  a  young  deluge,  for  the  bill 
passed  the  house  of  representatives  by  a  vote  of  thirty-five  to  thirty-four.  It 
may  be  not  far  from  the  subject  to  note  the  ratio  between  the  legislative  idea 
of  .the  material  wealth  of  the  State  and  the  spiritual.  The  salary  of  chief  geolo- 
gist was  made  $2,000,  with  $400  additional  for  contingent  expenses. 

Senator  Price,  of  Hamilton  county,  named  by  resolution  Samuel  Lewis  as 
the  incumbent  of  the  newly  created  office,  and  in  March,  1837.  this  resolution 
was  adopted  by  both  houses. 

Mr.  Lewis  looked  over  the  field  as  presented  in  the  meager  and  unreliable 
reports  of  county  auditors,  thirty-three  of  these  officers  having  complied  with 
the  demand  of  the  legislature  to  report  concerning  schools,  school  children  and 
such  other  information  as  might  be  useful,  and  only  upon  the  urgency  of  his 
personal  friends  accepted  the  office.  Having  accepted,  all  hesitation  was  be- 
hind him. 

The  story  of  his  immediate  labors  has  been  told  often,  as  if  to  stimulate 
others  who  have  a  similar  task,  but,  perchance,  not  a  like  overpowering  zeal. 
Almost  all  his  journeying  was  done  on  horseback,  most  of  it  over  bad  roads  and 
through  a  sparsely  settled  country.  After  averaging  twenty-six  miles  a  day, 
he  spent,  as  he  wrote  in  one  of  his  letters,  three  or  four  hours  in  conversation 
on  school  matters,  and  frequently,  in  addition  to  all  this,  spoke  to  the  public 
at  night.  There  was  no  precedent  to  follow,  and  he  had  a  large  and  uncharted 
territory  for  the  exercise  of  his  comprehensive  interest  and  boundless  energy. 

Mr.  Lewis's  first  report  to  the  legislature  was  made  in  January.  1838.  In 
that  legislature  were  a  number  of  men  of  fine  ability,  several  of  them  distin- 
guished for  their  eflforts  at  different  times  in  behalf  of  some  advance  in  school 
legislation,  two  of  them  governors  in  the  after  time.  The  rejwrt  was  carefully 
considered  and  the  influence  of  Mr.  Lewis's  eloquent  tongue  given  play,  and  the 
result  was  the  school  law  of   1838.     The  opposition  was   determined,  proposed 


EDUCATIONAL   HISTORY   OF   OHIO  169 

ingenious  but  radical  amendments  and  attempted  to  postpone  final  action,  but 
the  leaders  in  charge  of  the  bill  were  more  skillful  and  their  following  was 
sufficient  to  carry  the  measure  through. 

In  this  law  the  duties  of  the  State  Superintendent  are  prescribed,  doubtless, 
to  a  great  extent,  the  result  of  the  incumbent's  thought  and  experience :  to  fur- 
nish the  auditor  of  state  annually  an  enumeration  of  all  white  youth  between 
four  and  twenty-one  years  of  age ;  collect  all  information  deemed  important 
and  report  it  annually  to  the  legislature,  suggesting  amendments  to  the  school- 
system  should  he  deem  them  necessary ;  ascertain  and  report  the  value  of  all 
school  lands  and  the  amount  of  funds  due  each  township :  furnish  forms  for 
all  reports  to  those  who  were  to  make  them ;  have  general  superintendence  over 
all  property  given  for  the  purpose  of  common  school  education ;  cause  prosecu- 
tions in  the  courts  for  all  "waste  committed  or  about  to  be  committed,  either  by 
misuser  or  nonuser :"  require  reports  of  all  persons  having  school  property  in 
charge. 

It  was  in  evidence  that  the  Superintendent  was  to  attend  to  the  foregoing 
duties  somewhat  incidentally,  his  great  work  being  in  the  field  or  "on  the  road," 
and  to  prevent  any  flitting  hour  from  passing  without  improvement  stamped 
upon  its  wings.  By  authority  of  the  legislature  the  Superintendent  was  to  edit, 
and  did  edit  for  a  time,  an  educational  journal,  the  Common   School  Director. 

In  his  various  reports  and  in  the  Director  Mr.  Lewis  advocated  free  schools 
and  a  tax  adequate  to  support  them :  township  high  schools ;  county  supervision ; 
the  erection  of  good  school  buildings;  teachers'  associations:  a  state  university; 
a  state  normal  school :  free  school  libraries :  the  publication  by  the  State  of  a 
magazine  devoted  to  the  State's  educational  interests.  Perhaps  imconsciously 
he  was  scanning  a  century  and  laying  out  work  for  his  successors. 

At  the  end  of  Mr.  Lewis's  first  year  he  had  been  re-elected  for  a  term  of 
five  years,  and  the  annual  salary  increased  to  $1,200;  all  of  this,  as  he  reports, 
went  for  traveling  expenses,  leaving  him  the  lofty  consolation  that  he  was 
serving  his  State  without  price. 

By  his  eloquence  he  aroused  his  audiences  to  a  high  pitch  of  interest,  which 
often  shrunk  upon  his  departure.  As  C.  B.  Galbreath  finely  says:  "When  he 
could  get  the  eye  and  ear  of  the  opposition  he  won  gloriously."  He  said  that 
everywhere  men  agreed  with  him,  applauded  his  speeches,  but  did  nothing.  It 
is  polite  and  pleasant  to  contradict  this  as  a  universal  truth.  Years  afterward, 
in  their  reports,  men  sometimes  dated  some  good  thing  to  an  address  by  Samuel 
Lewis.  The  following  sentence,  in  a  report  by  Robert  W.  Steele,  of  Dayton, 
does  not  stand  alone :  "It  was  one  of  Samuel  Lewis's  addresses  that  led  to  the 
public  meeting  in  1838,  which  resulted  in  the  building  of  two  schoolhouses." 

While  all  his  great  work  for  educational  progress  was  not  wasted  on  the 
people,  it  did  not  move  the  average  lawmaker,  and  the  three  foes,  "avarice, 
ignorance  and  the  small  politician,"  he  could  not  conquer. 

The  opposition  to  the  office  and  its  incumbent  was  growing,  Mr.  Lewis's 
health  was  sadly  impaired,  and  on  the  24th  of  December.  1839,  he  presented 
his  third  annual  report  and  resigned.  After  much  wrangling  over  the  office, 
now   emptied  of  its  fir.st,   and,   under  that  title,  only  occupant,  the   legislature, 


I70  EDUCATIONAL  HISTORY  OF  OHIO 


March  23,  1840,  passed  an  act  whose  title  reads  a  lesson  on  "the  uncertainty 
of  human  affairs."  The  act  of  1838,  second  clause  of  the  title:  "to  create  per- 
manently the  office  of  superintendent  of  common  schools;"  the  act  of  1840: 
"to  abolish  the  office  of  superintendent  of  common  schools." 

The  disposal  of  the  office,  as  J.  W.  Taylor  tells  the  story,  was  not  easily 
or  gracefully  done.  There  was  a  motion  to  reduce  the  salary  and  give  the 
Superintendent  a  clerk  in  the  auditor's  office,  himself  a  clerk.  This  passed  the 
house,  but  was  amended  in  the  senate  by  making  the  auditor  of  state  superin- 
tendent. Then  fell  a  motion  to  abolish  and  vest  the  power  of  State  Superinten- 
dent in  the  township  trustees,  thus  providing  superintendents  by  the  thousand, 
and  ten  senators  voted  for  it.  As  that  was  lost,  a  motion  prevailed  to  allow  the 
auditor  $400  for  a  clerk;  likewise  an  amendment  to  insert  secretary  of  state 
for  auditor.  The  house  declined  to  concur  and  committees  of  conference  ap- 
peared, first  and  second.  Meanwhile  the  senate  had  done  its  part  by  a  large 
majority  in  the  election  of.  its  clerk  as  State  Superintendent.  The  house  refused 
to  act  upon  this,  but  accepted  the  report  making  the  Secretary  of  State  Super- 
intendent, thus  confirming  the  senate's  action.  The  Secretary  of  State  was  made 
State  Superintendent,  which  means  the  transfer  of  the  clerical  duties  and  cor- 
respondence upon  points  of  school  law,  $400  were  voted  to  employ  a  clerk,  and 
the  curtain  fell. 

During  the  interval  between  1840  and  the  act  of  1853,  which  created  the 
office  of  State  Commissioner  of  Common  Schools,  the  following  named  gentle- 
men were  Secretaries  of  State  and,  consequently,  were  State  Superintendents: 
William  Trevitt,  J.  Sloane,  Samuel  Galloway,  Henry  W.  King  and  William 
Trevitt,  again. 

These  Secretaries,  albeit  some  of  them  complained  of  the  work,  foreign  to 
their  department,  thrust  upon  them,  in  some  lines  did  excellent  work  in  plead- 
ing for  desired  additions  to  the  system.  Mr.  Trevitt  advocated  normal  schools; 
Mr.  Sloane  made  a  .stout  appeal  for  school  libraries ;  Mr.  Galloway  not  only 
made  seven  reports  that  are  regarded  still  as  a  valuable  addition  to  educa- 
tional Iterature,  but  he  was  continually  in  correspondence  with  school  men 
and  frequently  on  the  platform  making  an  educational  address.  Por  several 
consecutive  years  he  was  president  of  the  Ohio  State  Teachers'  Association. 
Mr.  King  gave  a  revision  of  the  school  laws  in  force,  as  Mr.  Sloane  had  done. 
He  did  a  full  share  in  having  the  State  School  Fund  increased  to  $300,000  in 
1849.  I'l  li's  report  for  1851  he  paints  the  picture  of  the  worse  half  of  the  dis- 
trict schools  with  the  skill  of  a  professional,  but  avers  that  the  other  side  of  the 
picture  is  much  brighter,  "that  progress,  almost  infinite,  has  been  made  in  the 
cause  of  education  in  the  last  fifteen  years."  He  s]K'aks  in  warm  praise  of 
the  Ohio  State  Teachers'  Association,  particularly  of  its  having  at  its  own  cost 
employed  an  agent,  Mr.  Lorin  Andrews,  for  the  purpose  of  "organizing  union 
schools,  conducting  institutes  and  enlisting  the  interest  of  the  citizens  in  the 
subject  of  common  school  education."  Mr.  Andrews's  report,  as  chairman  of 
the  Executive  Committee  of  the  association,  is  published  as  an  appendix  to  that 
of  the  Secretary  of  State. 


EDUCATIONAL  HISTORY   OF  OHIO  171 

The  first  and  most  prominent  hindrance  to  the  success  of  common  schools 
in  Ohio,  from  the  Secretary's  point  of  view,  is  the  compHcated  condition  of 
the  school  law. 

As  the  foes  of  the  common  school  system  were  imtiring  in  their  attack? 
upon  the  statute  establishing  supervision  while  it  was  in  force,  so  its  friends 
continued  the  argument  in  its  favor  during  the  period  of  its  absence  from 
the  law. 

Mr.  King  gave  it  a  final  word:  "Without  thorough  and  constant  super- 
vision on  the  part  of  the  State  the  school  system  can  never  be  made  harmonious 
in  all  its  proportions." 

Each  of  the  Secretaries  had  spoken  urgently  upon  the  same  public  need. 
They  recognized  the  value  of  reliable  statistics,  especially  regarding  an  enterprise 
of  supreme  importance  and  no  small  outlay  of  that  medium  into  which  human 
labor  and  life  is  condensed,  and  they  realized  that  a  clerk's  desk  in  a  corner  of 
an  office  for  the  transaction  of  other  afTairs  was  not  a  competent  educational 
bureau. 

The  succession  of  intelligent  governors  had  dwelt  upon  the  duty  of  the 
legislature  to  undo  what  it  had  done  and  restore  the  office.  Governor  Corwin, 
December.  1841,  may  be  quoted  as  a  worthy  representative  of  these:  "All  ex- 
perience and  observation  of  man's  nature  have  shown  that  merely  intellectual 
improvement  is  but  a  small  advance  in  the  accomplishment  of  a  proper  civiliza- 
tion. Without  morals  civilization  only  displays  energy,  and  that  the  more  fear- 
ful in  its  powers  and  purposes  a.s  it  wants  the  restraining  and  softening  influences 
which  alone  give  it  a  direction  to  objects  of  utility  or  benevolence. 

"The  object  in  view  when  our  present  system  of  common  schools  was  estab- 
lished by  law  was,  doubtless,  the  same  embraced  by  the  provisions  of  the  Con- 
stitution. As  the  habits  and  opinions  of  our  population  touching  the  subject 
were  exceedingly  diverse,  the  system  worked  its  way  to  favor  in  the  public  mind 
under  auspices  by  no  means  favorable.     *     *     * 

"The  law  formerly  provided  a  Superintendent,  with  powers  of  general  su- 
pervision of  the  schools  throughout  the  State.  This  officer  has  been  dispensed 
with  and  his  duties  transferred  to  the  Secretary  of  State.  The  time  of  this 
officer,  and  his  attention,  it  is  obvious,  will  generally  be  mainly  employed  in  the 
proper  duties  of  Secretary  of  State.  I  submit  to  the  legislature  whether  it  is 
not  proper,  even  in  a  pecuniary  view,  to  devolve  the  duties  of  general  Superin- 
tendent of  Common  Schools  upon  one  whose  exclusive  business  it  shall  be  to 
discharge  them." 

The  Ohio  State  Teachers'  Association,  at  its  first  meeting,  held  in  Dayton 
in  June,  1848,  unanimously  resolved  that  to  give  life  and  efficiency  to  any  com- 
mon school  system,  however  well  digested,  the  creation  of  the  office  of  State 
Su])erintendent  of  Common  Schools,  with  a  salary  sufficiently  liberal  to  com- 
mand the  best  talent  in  the  county,  is  imperiously  demanded.  This  was  followed 
by  the  presenting  of  large  numbers  of  petitions  to  the  legislature  at  its  next 
session.  All  these  emphatically  announced  opinions  and  this  freely  ])roffered 
advice  came,  in  the  way  of  anywise  speedy  results,  to  naught.  In  1850  a  State 
Board   of   Education    was   established   on   paper,  but   the   legislature   adjourned 


172  EDUCATIONAL  HISTORY  OF  OHIO 


without  making  the  necessary  appointments,  and  it  was  then  that  the  State  Asso- 
ciation, inspired  by  the  courage  that  springs  from  desperation,  initiated  the  action 
of  the  "old  man  eloquent"  in  the  American  Congress,  and  "put  the  question 
itself."  It  commissioned  an  agent, —  a  humbler  title,  perhaps, —  but  for  three 
years  Mr.  Lorin  Andrews  was  State  School  Superintendent,  in  the  field,  with 
the  warm  approval  and  cooperation  of  Superintendent  c.r  officio. 

It  will  be  recalled  that  the  Constitutional  Convention  of  1850-1851  did  not 
add  a  State  Superintendent  of  Common  Schools  to  the  list  of  constitutional 
executive  State  officers,  although  there  was  a  pretty  strong  sentiment  in  favor 
of  such  a  measure.  It  was  left,  like  other  essentials  of  "a  thorough  and  efficient 
system  of  common  schools,"  to  the  wisdom  of  the  General  Assembly.  This  body, 
in  the  school  law  of  1853,  about  which  there  is  recorded  such  abundance  of  dis- 
cordant opinion,  organized  a  separate  school  department  at  the  seat  of  govern- 
ment and  placed  in  charge  of  it  a  State  Commissioner  of  Common  Schools. 

THE    COMMISSIONERS 

H.  H.  B.VRNEV,  elected  in  1853. 

Anson  Smvth,  elected  in  1856  and  1859. 

C.  W.  H.  C.\THCART,  elected  in  1862,  resigned  1863. 

E.  E.  White,  appointed  in  1863. 

John  A.  Norris,  elected  in  1865  and  i868,  resigned  1869. 

W.  D.  Henkle,  appointed  i86g,  resigned  1871. 

T.  W.  Harvey,  appointed  1871,  elected  1871. 

C.  S.  Smart,  elected  1874. 
J.  J.  Burns,  elected  1877. 

D.  F.  De  Wolf,  elected  1880. 
L.  D.  Brown,  elected  1883. 

E.  T.  Tai'pan.  elected  1886,  died  in  1888. 

John  Hancock,  appointed  1888;  elected  i88g,  died  in  1891. 

C.  C.  Mn.LiiR.  appointed  1891  :  resigned  1891. 

O.  T.  Corson,  appointed   1891  :  elected  1891  and   1894. 

L.  D.  BonebrakEj  elected  1897  and  1900. 

E.  A.  Jones,  elected  1903. 

The  office  having  been  created,  naturally  the  first  query  in  the  minds  of 
those  who  had  waited  with  commendable  impatience  was,  who  should  fill  it? 
The  man  most  prominent  in  their  eye  as  the  successor,  after  more  than  a 
decade,  of  Samuel  Lewis,  was  Lorin  Andrews. 

A  very  laudable  notion  pervaded  the  State  Teachers'  Association  that  it 
would  be  an  excellent  thing  if  this  office  could  be  kept  "out  of  politics."  Put- 
ting those  two  objects  of  their  desire  into  tangible  form,  the  Association  passed 
a  resolution  setting  forth  the  qualifications  of  Mr.  y\ndrews.  and  earnestly 
recommending  him  to  the  people  of  Ohio  as  a  fit  person  for  State  Commissioner 
of  Common  Schools.  The  matter  was  taken  up  in  some  of  the  institutes  and 
resolutions  passed  in  its  favor.     The  Ohio  Journal  of  Education  published  cir- 


EDUCATIONAL   HISTORY   OF   OHIO 


'73 


SAMUEL    LEWIS 
1837  to   1840 


HIRAM    H.    BARNEY 
1854  to   1857 


ANSON    SMYTH 
1857  to  1863 


EMERSON    E.   WHITE 
1863  to   1866 


174  EDUCATIONAL   HISTORY   OF   OHIO 

cular  letters  signed  by  leading  teachers.  It  affirmed  that  the  opinion  of  good 
men  of  all  parties  seemed  to  be  that  the  State  Commissioner  of  Schools  should 
be  selected  without  reference  to  party  preferences.  It  believed  that  the  teachers 
of  the  State  and  the  active  friends  of  education  were  unanimous  in  desiring 
that  Mr.  Lorin  Andrews  should  be  the  People's  candidate.  But  "the  children 
of  light"  must  not  shut  their  eyes  to  the  difficulties  that  attend  matters  wherein 
they  propose  and  the  disposing  is  with  "the  children  of  the  world."  The  diffi- 
culty shows  through  the  phrase  of  the  circular,  "the  Peoples  candidate."  The 
Republican  party  would  have  a  ticket,  the  Democratic  party  would  have  a  ticket, 
but  the  "People"  would  have  no  ticket.  History  tells  of  a  not  entirely  dis- 
similar condition  at  one  time  in  Rome. 

The  teachers'  influence  in  bringing  desired  legislation  to  pass,  and  in  pro- 
tecting laws  they  wish  to  remain  on  the  statute  books  is  generally  spoken  of 
slightingly,  but  this  lightness  has  its  source  in  ignorance  of  the  array  of  good 
features  that  came  to  birth  at  their  persistent  summons  and  of  the  undesirable 
things  that  were  kept  from  so  doing ;  but  when  an  office  is  to  be  filled  the 
curtain  rises  upon  another  scene.  In  the  matter  under  consideration  the  edu- 
cational men  were  calling  upon  politicians  to  ignore  politics.  The  call  was  not 
heeded.  A  commentary,  startling  in  its  luminousness,  is  written  upon  this 
eiTort  by  the  composition  of  the  State  Board  of  Examiners  before  it  was  made 
bi-partisan  by  statute,  though  they  were  all,  all  honorable  men,  and  likewise  were 
they  who  appointed  them. 

The  things  required  of  the  State  Commissioner  as  laid  down  in  Section  47 
were  to  give  bond  under  the  penal  sum  of  $10,000  that  he  will  truly  account 
for  all  moneys  that  may  come  into  his  hands  in  his  official  capacity ;  that  he  will 
faithfully  perform  all  duties  enjoined  upon  him  according  to  law ;  take  and 
subscribe  to  the  usual  oath  or  affirmation ;  give  attendance  at  his  office  at  the 
seat  of  government  when  not  absent  on  public  business ;  spend  each  year  at 
least  ten  days  in  each  judicial  district  in  various  public  and  private  services: 
purchase  libraries  and  apparatus  as  soon  as  the  revenues  will  admit ;  exercise 
supervision  over  the  educational  funds :  prescribe  forms  for  reports  of  schools 
and  require  copies  of  reports ;  cause  the  school  laws  to  be  printed  and  distri- 
buted ;  make  an  annual  report  to  the  General  Assembly,  or  the  governor,  an 
outline  of  the  matter  it  shall  contain  being  given.  The  salary  pertaining  to 
the  office  was  $1,500,  increased  after  a  few  years  to  $2,000,  and  not  to  the 
credit  of  the  great  and  rich  State  of  Ohio,  it  has  rested  there  to  the  present. 

The  function  of  the  Secretary  of  State  as  State  Superintendent  of  Common 
Schools  ceased  March  i,  1853,  and  there  was  an  office  created  for  the  exercise 
of  this  function  but  necessarily  it  was  empty  till  the  time  came  for  Mr.  Barney 
to  fill  it,  namely  January,  1854. 

Mr.  Trevitt,  who  was  Secretary  of  State  when  the  superintendency  of  schools 
was  thrust  upon  that  office,  was  elected  as  the  first  secretary  under  the  new 
Constitution,  and  he  reported  that  during  that  interregnum  letters  in  great 
numbers  came  to  him  with  inquiries  about  the  interpretation  of  the  new  law. 
His  answers  were  now  unofficial,  but  it  was  his  daily  practice  to  reply,  explain- 
ing provisions  in  apparent  conflict  and  much  oftener  advising  the  embarrassed 


EDUCATIONAL  HISTORY   OF   OHIO 


175 


JOHN   A.   NORRIS 

1866  to  1869 


WM.   D.   HENKLE 
1869  to  1871 


THOS.  W.    HARVEY 
1871  to  1875 


CHAS.  S.  SMART 

1878 


176  EDUCATIONAL  HISTORY   OF   OHIO 

asker  of  the  question  to  read  ihc  law.  He  regretted  that  a  Commissioner  was 
not  appointed  or  elected  immediately  upon  the  taking  effect  of  the  law,  believing 
that  it  would  have  prevented  much  of  the  opposition.  However,  Mr.  Barney, 
the  Commissioner  elected  in  the  fall  of  1853,  aided  in  this  work  of  advice 
and  explanation,  for  in  .\pril,  1854,  a  few  weeks  after  the  Secretary's  report 
just  referred  to,  he  submitted  to  the  Senate  at  its  request  "copies  of  such  opmions 
as  he  may  have  been  called  upon  to  give  in  relation  to  tlie  School  Law." 

Correspondence  concerning  the  new  code  was  enormous  during  Mr.  Barney's 
entire  term.  It  is  very  large  even  in  ordinary  times,  if  there  be  such  times, 
with  no  new  statute  to  interpret.  As  an  attorney  by  profession  he  was  especially 
fitted  for  this  work. 

Mr.  Barney's  term  was  a  period  of  defensive  warfare,  for  the  opponents 
were  persistent  and  untiring  in  their  efforts  to  amend  the  law  out  of  existence. 
He  was  indefatigable  in  his  eft'orts  to  prevent  the  passage  of  these  amendments, 
and  by  the  aid  of  influential  teachers,  lined  with  petitions  from  all  over  the  State, 
was  entirely  successful. 

The  initiation  of  the  library  law  added  largely  to  the  labors  of  the  school 
department. 

Mr.  Barney  made  careftd  research  into  such  important  matters  as  the  school 
lands,  the  irreducible  school  funds.  His  discussions  of  the  ill  condition  of  the 
common  schools,  their  crying  need  of  better  houses  and  more  competent  teachers 
were  pungent  indeed. 

It  is  difficult  to  account  for  it,  but  it  wears  the  same  complexion  as  the 
low  salary  attached  to  the  office,  and  the  scattering  fire  of  bills  to  abolish  it, 
that  one  careful  compiler  of  statistics,  whose  inclinations  seem  always  to  lean 
to  the  Common  School  side,  enlists  Mr.  Barney  among  Governor  Medill's 
appointees,  does  not  place  Anson  Smyth's  name  in  the  directory  of  Governor 
Chase's  first  year,  and  in  the  second,  puts  it  below  that  of  the  Supervisor  of 
Public  Printing,  and  no  successor  of  his  appears  either  as  an  elected  or  an 
appointed  oiiticer. 

Rev.  Anson  Smyth  was  elected  and  re-elected,  spending  this  long  period  in 
earnest  labors.  The  defensive  warfare  continued.  These  men  did  not  fight 
for  the  continuance  of  the  commissioner's  office  from  personal  motives.  Be- 
lieving what  they  and  the  school  men  generally  believed,  their  course  was  the 
dictate  of  pure  patriotism.  In  his  last  report  Mr.  Smyth  said:  "1  have  spent 
nearly  four  hundred  days  in  this  employment  —  duties  calling  for  ten  days 
annually  in  each  judicial  district  —  have  traveled  about  twenty  thousand  miles  in 
the  discharge  of  these  duties ;  have  addressed  not  far  from  four  hundred  educa- 
tional meetings,  large  and  small :  have  visited  every  one  of  our  eighty-eight 
counties  more  than  once,  etc." 

In  Mr.  Smyth's  reports  the  clergyman  somtimes  shows  through  the  school 
officer,  and,  in  no  wise  related  to  the  statement  just  made,  his  love  of  humor, 
or  fun,  perhaps,  led  to  this  request  in  a  circular  to  county  school  examiners, 
also  in  one  to  graded  school  examiners.  "Anecdotes  illustrative  of  the  knowl- 
edge or  the  ignorance  of  teachers  are  requested.  That  they  may  be  amusing 
or  ludicrous,  even,  will  be  no  objection  to  their  reception."     For  some  reason. 


EDUCATIONAL  HISTORY   OF  OHIO 


177 


J.   J.    BURNS 
1878  to  1881 


D.    F.    DeWOLF 
1881  to  1884 


LEROY    D.    BROWN 
1884  to  1887 


ELI   T.   TAPPAN 
1887  to  1888 


178  EDUCATIONAL  HISTORY  OF  OHIO 

though  mistakes  were  plenty  as  blackberries,  and  often  shameful,  the  crop  of 
humor  was  exceedingly  small. 

In  one  of  his  reports.  Air.  Smyth  publishes  what  would  now  be  called  a 
"symposium"  upon  ".Simultaneous  Studies."  The  fly  to  which  a  number  of  the 
prominent  teachers  were  to  rise  was  the  question  whether  our  pupils  do  not 
carry  on  too  many  studies  at  the  same  time.  The  discussion  was  very  inter- 
esting. The  answers  are  arranged  in  three  classes.  The  first  means  "yes" ; 
the  second,  a  modified  affirmative ;  the  third,  "no." 

In  Dr.  E.  E.  White's  term  of  office  and  doubtless  through  his  influence  the 
law  was  passed  requiring  applicants  for  certificates  to  pay  a  fee,  which  fees  have 
ever  since  been  the  main  supijort  of  county  institutes. 

Another  'signal  act  of  his  administration  was  the  passage  of  an  act  by  the 
legislature  creating  the  .State  Board  of  Examiners  of  teachers,  March   18,  1864. 

The  official  work  of  Col.  John  A.  Norris  is  treated  at  some  length  in  his 
biographical  sketch  and  in  the  chapter  on  County  Supervision. 

Mr.  Henkle  turned  his  fiiie  mathematical  taste  to  a  revision  of  the  statistics. 
For  instance  he  boldly  says :  "I  have  never  believed  that  the  enrollments  here- 
tofore given  in  the  State  school  rejjorts  were  correct."  and  taking  a  Union  school 
which  enjoyed  every  advantage  which  would  draw  pupils  to  it  and  keep  them 
there,  and  noting  the  per  cent  of  the  enumeration  to  be  about  sixty,  his  belief 
is  that  the  real  enrollment  is  more  than  one  hundred  thousand  fewer  than  the 
number  reported. 

Mr.  Henkle  spent  much  time  and  labor  upon  a  bill  codifying  the  school 
laws.  It  did  not  have  success  before  the  legislature  Init  is  said  to  have  been  in 
substance  the  law  of  1873.  Like  his  predecessors  and  those  who  came  after  him 
he  presented  his  reasons  for  asking  for  County  Supervision. 

Under  every  Commissioner  the  heavy  correspondence  of  the  office  and  the 
immense  amount  of  travel  and  lecturing  have  continued. 

Mr.  Harvey  elaborated  a  plan  for  a  Board  of  Institute  Managers  to  con- 
duct district  and  county  institutes:  in  his  report  for  1873  he  comments  upon 
the  law  just  passed,  and  presents  an  eloquent  essay  upon  "Studies  the  Pursuit 
of  which  the  State  should  Encourage." 

In  his  last  report  Mr.  Harvey  discussed  the  evil  of  irregular  attendance 
whether  caused  by  carelessness  of  parents  or  by  truancy.  He  would  have  a 
truant  marshal  in  every  city,  Init  is  in  doubt  about  the  policy  of  an  immediate 
compulsory  attendance  law. 

Mr.  C.  S.  Smart  earnestly  desired  the  success  of  the  schools  of  Ohio  and 
the  improvement  of  the  school  system  but  was  not  in  accord  with  the  majority 
of  school  people  upon  supervision,  the  state  association,  high  schools,  and  other 
matters.  The  great  International  Exposition  at  Philadelphia  took  place  while 
Mr.  Smart  was  Commissioner.  He  and  four  assistant  commissioners  had  charge 
of  the  preparation  and  the  care  of  the  Ohio  School  Exhibit. 

As  the  high  school  discussion  was  at  high  tide  when  Mr.  J.  J.  Burns  began 
his  work,  he  submitted  to  tlie  Attorney  General,  Hon.  Isaiali  Pillars,  the  iwo 
questions  following : 


EDUCATIONAL  HISTORY  OF  OHIO 


179 


JOHN    HANCOCK 

1888  to  1891 


CHAS.  C.   MILLER 

i8gi  to   1892 


OSCAR  T.  CORSON 

1892  to  1898 


L.  D.  BONEBRAKE 
i8g8  to  1904 


i8o  EDUCATIONAL  HISTORY  OF  OHIO 

1st.  Did  the  framers  of  the  Constitution  (Article  VI,  Sec.  II),  by  the 
phrase  "a  thorough  and  efficient  system  of  common  schools  throughout  the 
State,"  intend  to  authorize  the  General  Assembly  to  enact  laws  sustaining,  by 
general  taxation,  any  higher  grade  of  schools  than  common  schools:  for  in- 
stance, high  schools  with  a  collegiate  course  of  studies,  normal  schools  for 
training  professional  teachers ;  and  what  did  they  mean  by  the  phrase  "common 
schools?" 

2nd.  Is  a  board  of  education,  by  the  general  school  act  (  Vol.  70,  page  208, 
Sec.  50),  authorized  either  by  its  letter,  true  spirit,  or  meaning,  to  establish  anv 
otJier  than  diiterent  or  higher  grades  of  common  scho(jls  in  the  constitutional 
sense  of  the  term  common  schools ;  or  may  a  board,  under  the  general  phrase- 
ology employed  in  that  section  of  the  school  act.  establish,  at  discretion,  classical 
high  schools,  normal  schools,  and  polytechnic  schools,  etc.? 

A  logical  discussion  of  the  historical  and  the  legal  points  involved  led 
Judge  Pillars  to  the  conclusion  expressed  in  this  paragraj)h.  "It  may  be  safely 
asserted,  that  up  to  the  time  of  the  adoption  of  the  constitution  of  1851,  so  far 
as  the  general  common  school  systein  was  concerned,  no  more  than  the  primary 
or  common  branches  were  contemplated  by  any  legislation  to  be  taught.  In 
fact,  except  as  provided  by  special  legislation  (which  will  be  presently  noticed), 
no  other  branches  were  authorized  to  be  taught  in  the  common  schools.  Graded 
schools  were  unknown  to  the  general  law.  I  do  not,  therefore,  hesitate  to  say 
that,  in  my  judgment,  the  common  schools  prior  to  the  adoption  of  our  present 
constitution,  meant  public  schools  for  teaching  the  primary  or  common  branches 
of  learning." 

He  then  puts  a  question  "more  relative"  to  the  phase  of  the  matter  then 
in  contention,  and  answers  it.  "Was  the  adoption  of  the  constitution  of  185 1, 
and  the  general  laws  passed  thereunder  in  1853,  intended  to  effect  a  change  in 
the  common  school  system?"  "I  conclude,  therefore,  after  a  full  investigation 
of  the  question,  that  a  board  of  education  is  authorized,  by  the  letter,  true  spirit, 
and  meaning  of  the  law  enacted  in  obedience  to  the  requirements  of  Section  2, 
Article  6  of  the  Constitution,  to  establish  such  schools,  with  such  grades,  and 
with  such  courses  of  instruction  in  the  various  departments  of  education  as, 
in  its  wisdom,  the  public  good  may  seem  to  require." 

By  direction  of  the  General  Assembly  the  Commissioner  prepared  and  dis- 
tributed an  edition  of  the  School  laws  of  1879.  During  this  term  there  was 
no  slacking  of  the  prescriptive  energy  of  the  office  in  the  performance  of  its 
essential  duties. 

Commissioner  D.  F.  De  Wolf  devoted  more  attention  than  had  been  the 
custom  to  such  topics  as  pertain  to  the  sanitary  conditions  of  school  buildings 
and  premises,  and  to  the  best  care  that  science  suggests  to  the  pupils :  the  need 
for  a  knowledge  of  individual  and  social  economy,  and  of  elementary  science. 
In  his  reports  he  discoursed  also  upon  literary  culture  in  the  schools,  and  needed 
legislation  for  the  improvement  of  the  school  system.  He  published  a  syllabus 
of  lessons  on  the  human  body  to  be  used  for  lectures  at  institutes  and  teachers' 
meetings.  In  Mr.  De  Wolf's  term  the  State  Board  of  Examiners  were  author- 
ized to  issue  ten-vear  certificates.     This,  in  the  words  of  the  next  Commissioner 


EDUCATIONAL   HISTORY   OF   OHIO  i8l 

was  "a  just  recognition  of  ]3rofessiona]  teachers  in  primary  and  in  country 
schools  but  it  greatly  increased  the  labors  of  the  board." 

There  is  a  historical  connection,  liut  p  .•'  aps  not  a  logical  one,  between 
this  amendment  and  that  of  April,  1884,  which  increased  the  number  of  mem- 
bers of  the  board  from  three  to  five. 

Commissioner  Leroy  D.  Brown  followed  in  the  road  made  by  his  prede- 
cessors, visiting  schools  and  attending  educational  meetings.  His  interest  in  the 
development  of  the  township  district  was  marked.  Much  time  was  given  by  him 
and  liis  assistant  commissioners  to  the  Ohio  School  Exhibit  at  the  World's  In- 
dustrial and  Cotton  Centennial  Exposition,  of  which  an  account  is  given  in  his 
report  for  1885.  The  subject  of  Public  Libraries  and  Public  Schools  is  finely 
treated  by  Prof.  E.  S.  Cox  in  this  same  report. 

A  change  for  the  better  was  made  in  the  section  of  the  law  which  estab- 
lished the  office,  and  fi.xed  the  second  Monday  of  July  instead  of  the  second 
Monday  of  January  as  the  date  for  the  beginning  and  closing  of  a  Commissioner's 
term ;  "until  three  years  from  the  second  Monday  of  July  succeeding  his  election." 

Dr.  Eli  T.  Tappan  served  but  a  part  of  the  term  for  which  he  was  elected. 
In  that  period,  it  need  not  be  said  he  did  his  whole  duty,  though  suffering  from 
the  attacks  of  the  enemy  that  cut  him  oflF.  The  only  topics  that  he  treats  of  in 
his  one  annual  report  are  the  changes  that  should  be  made  to  secure  a  high 
degree  of  accuracy  possible  in  the  prejjaration  of  financial  statistics,  and  some 
matters  pertaining  to  the  examination  of  teachers.  He  approves  of  a  suggestion 
of  the  State  Association  of  Examiners  relative  to  the  expiration  of  the  terms  of 
examiners,  one  each  year.  Also  that  the  issuing  of  ten-year  certificates  be  dis- 
continued ;  that  the  fees  paid  by  applicants  before  the  State  Board  be  paid  into 
the  State  treasury  and  the  State  Examiners'  fees  be  paid  out  of  it,  and  that 
this  board  be  granted  power  to  compel  the  testimony  of  witnesses  in  a  case 
involving  the  revocation  of  a  certificate.     The  changes  in  the  laws  were  all  made. 

In  testimony  of  the  exalted  character  of  his  immediate  predecessor  and  his 
warm  esteem  for  him.  Commissioner  John  Hancock  prefaces  his  first  report 
with  an  appreciative  sketch  of  Dr.  Tappan  and  a  reprint  of  Dr.  Tappan's  inaug- 
ural address  before  the  National  Educational  Association ;  '  no  soaring  oration 
on  the  heights  and  depths,  but  a  rational  paper  upon  a  prosaic  but  supremely 
important  subject;    "Examination  of  Teachers." 

Commissioner  Hancock's  native  heath  was  the  lecture  platform  and  he  was 
always  at  his  best.  In  his  reports  he  touched  upon  many  familiar  topics,  making 
them  look  new  by  his  .skill  in  the  art  of  putting  things.  Higher  education  was 
a  .special  theme  with  him. 

.\fter  the  misfortune  that  the  general  cause  of  education  had  suffered  in  the 
taking  off  of  Dr.  Hancock,  Mr.  Charles  C.  Miller  was  Commissioner  by  appoint- 
ment till  toward  the  end  of  the  year  when  he  resigned  to  resume  his  career  as 
a  superintendent.  Commissioner  Miller  filled  his  brief  term  with  an  active  eflfort 
in  the  discharge  of  his  duties.  His  one  report  opens  with  an  appreciation  of  his 
predecessor  followed  by  a  sketch  written  by  another  of  the  "old  guard,"  Dr. 
Findlev. 


l82  EDUCATIONAL  HISTORY   OF  OHIO 

It  fell  to  Mr.  Miller  to  serve  as  the  first  secretary  of  the  School  Book 
Board.  In  the  appendix  to  this  report  is  republished  an  inquiry  into  the  com- 
parative merits  of  township  and  county  supervision  written  by  Dr.  C.  W. 
Bennett. 

From  the  days  of  Commissioner  Smythe  to  the  days  of  Commissioner  Cor- 
son, every  man's  time  in  the  office  has  been  one  term  or  less,  but  the  political 
ship  of  State  has  been  sailing  in  steady  currents,  the  custom  of  renomination 
suffered  no  breach,  the  enemy  who  had  for  his  own  all  seasons  made  lio  more 
of  his  fateful  calls,  and  for  twelve  years  two  incumbents  have  occupied  the 
position  of  State  Commissioner.  Associations  by  the  half  score,  institutes  of 
all  grades  and  school  journals,  have  been  conducting  a  continuous  campaign  of 
education.  These  agencies  have  upheld  and  should  uphold  the  Commissioner's 
hands,  and  he  has  had  an  endowment  of  experience,  intelligence,  energy,  and 
time.  ]t  would  seem,  that,  although  the  harbor  of  an  ideal  system  is  far  beyond 
the  horizon,  the  educational  ship  is   in  motion  and  in  the  right  direction. 

While  Mr.  O.  T.  Corson  was  Commissioner  the  Workman  law  and  the  Box- 
Avell  law  were  enacted,  two  measures  of  vast  possibilities;  also  the  optional  free 
text-book  law  and  the  woman's  suffrage  legislation.  He  looks  with  favor  upon 
permissive  legislation.  For  some  years  Mr.  Corson  served  the  State  Reading 
Circle  very  efficiently  as  its  Corresponding  Secretary  and  Treasurer.  .A.s  a 
persuasive  speaker  upon  educational  topics  before  a  popular  audience  he  has  had 
few  equals. 

During  Mr.  Lewis  D.  Bonebrake's  double  term  he  was  untiring  in  his 
labors  before  educational  bodies  of  all  kinds  and  in  his  zeal  for  improvements 
in  the  School  System.  The  signal  act  of  this  period  was  tlie  establishing  by  the 
legislature  of  two  State   Normal  Departments  in  two  of  the  State  universities. 

To  assist  in  the  desirable  work  of  consolidation  of  sub-districts  came  the 
act  allowing  boards  of  education  to  provide  for  the  conveyance  of  school 
children  at  public  expense. 

An  extended  classification  of  high  schools  was  directed  by  law  and  carried 
out. 

The  school  code  of  1904  was  enacted  in  April  1904.  Mr.  Bonebrake  sent 
out  an  edition  with  a  preface  and  some  pertinent  extracts  from  the  Constitu- 
tion of  Ohio  and  from   judicial  decisions   relative  to  interpretation  of  statutes. 

In  July  1904,  Superintendent  Edmund  A.  Jones  of  Massillon  assumed  the 
duties  of  the  Commissioner's  office.  There  will  be  no  lowering  of  its  standard, 
no  relaxation  of  its  effort  to  see  to  it  that  the  common  school  republic  shall 
suffer  no  harm.  One  duty,  new  to  the  department,  it  confronts  at  the  outstart, 
the  monthly  preparation  of  questions  for  the  county  examinations,  and  the  pos- 
sible sitting  as  a  court  of  appeal  in  cases  where  apjjlicants  think  their  papers 
liave  not  been  rated  at  their  full  value. 

TEXT-BOOKS 

That  the  text-books  for  use  in  the  schools  have  kept  up  to  the  advance  in 
■other  things,  that  thev  have  been  full  of  good  matter,  arranged  with  excellent 


EDUCATIONAL   HISTORY   OF   OHIO  183 

taste  and  skill  are  two  staleir.ents  of  one  proposition  about  which  there  has 
been  no  wide  disagreement,  but  whether  the  price  was  fair,  or  high,  or  extortion- 
ate, at  tile  time  of  the  argument,  was  an  "entering  wedge"  which  would 
divide  almost  any   little  miscellaneous   group  of  jjersons   by   two,   if  not  three. 

It  needs  not  now  to  be  discussed  and  for  this  exemption  the  school  people 
shouhl  be  thankful. 

On  the  hypothesis  that  prices  were  more  than  they  should  be  various  rem- 
edies were  proposed,  prominent  among  which  was  the  State's  setting  up  a  huge 
printing  shop,  buying  copyrights  or  hiring  book  makers,  and  manufacturing 
school  books  for  all  her  schools  herself. 

This  i)lan  had  been  tried  in  some  other  States  but  its  success,  or  failure  of 
it,  even  from  a  business  point  of  view,  did  not  encourage  ( )hio  to  try  the  same 
experiment ;  while,  against  it  spoke  those  who  should  have  to  use  the  "State 
books,"  with  a  greater  degree  of  unanimity  than  they,  perhaps,  had  ever  spoken 
on  any  other  question  of  practical  pedagogy.  Still  the  presentation  of  a  bill  in 
the  legislature,  looking  to  State  action,  would  cause  a  season  of  low  barometer 
in  the  capitol. 

The  matter  of  "changing"  text-books  was  also  one  productive  of  storms. 
Their  history  would  fill  a  volume  very  much  larger  than  this,  and,  perhaps,  more 
exciting.  They  raged  mainly  in  and  about  the  apartments  where  boards  of 
education  meet  to  take  sweet  counsel  together,  their  echoes  throbbed  from  the 
homes  of  the  district  when  the  children  brought  the  bulletin  of  the  mooted 
event  or  the  one  that  had  come,  while  the  newspapers  condemned  or  approved 
the  action  taken,  or  "thundered  in  the  index." 

It  has  not,  in  Ohio,  found  its  way  into  literature,  but  not  for  lack  of  material 
is  the  "first-born  of  the  Ordinance"  behind  the  Empire  State.  C.  W.  Bardeen 
told  some  years  ago,  the  story  of  Roderick  Hume,  a  New  York  teacher. 
In  this  book  there  is  a  picture  of  a  "school  book  fight,"  as  these  deliberations 
are  still  called.  It  is  chapter  seventeen  and  brings  about  a  change  of  text- 
books by  the  thrusting  into  the  engagement  of  a  strategic  prayer. 

State  action  on  both  these  matters  was  taken  in  1891.  The  legislature 
created  a  State  School-book  Board.  Its  members,  the  Governor  and  the  Sec- 
retary of  .State;  and  the  State  Commissioner  of  Common  Schools  is  Secretary. 

This  board  by  negotiations  with  publishers,  or,  after  obtaining  information 
which  only  the  publishers  could  furnish,  publishes  a  list  of  contract  prices  and 
sends  a  copy  to  each  board  of  education,  the  board  ado])ts  books  from  this  list. 
These  adoptions  are  for  five  years,  and  the  books  can  not  legally  be  changed 
during  that  term  without  the  consent  of  three-fourths  of  all  the  members  of 
the  board,  given  at  a  regular  meeting.  Why  it  is  not  "four-fourths,"  and  why 
"at  a  regular  meeting,"  are  elementary  questions  in  the  science  of  human 
nature. 

It  will  be  noticed  that  the  School-book  P>oard  has  nothing  to  do  with  the 
selection  of  books.  That  is  still  a  matter  of  home  rule.  The  simple  aim  of 
the  law  seems  to  have  been  to  make  it  more  readily  practicable  for  boards  of 
education   and   for   individual   purchasers  to   secure   good   books   at    fair   prices. 


CHAPTER  XV 


ACADEMIES  AND  OTHER  PRIVATE  SCHOOLS 


ACADEMIES  AND  OTHER  PRIVATE  SCHOOLS 


CHERE  is  a  variance  of  enormous  width  between  tlie  condition  of  the 
common  schools  of  Ohio  during  her  first  half  century  as  described  by 
the  pens  of  many  credible  witnesses  whose  story  is  confirmed  by  linger- 
ing facts,  animate  and  inanimate,  and  another  fact  just  as  far  beyond  dispute. 
Ohio  was  not  to  the  rear  in  the  procession  of  States,  if  her  position  were  deter- 
mined by  general  intelligence,  by  the  leaders  in  national  affairs  she  bred,  by  the 
line  of  cultured,  broad-minded  men  who  sat  in  the  chair  of  State,  by  her 
sturdy  strides  down  the  road  to  material  prosperity,  and  particularly  by  the 
lofty  character  of  the  leaders  in  affairs  educational,  either  as  legislators  or  as 
teachers.     These  were  not  all  wise  men   from  the  east. 

The  riddle  is  easilv  read.  The  college  and  the  academy  and  the  seminary 
are  much  older  than  the  free  ])ublic  school.  The  idea  that  those  are  the  im- 
mediate wards  of  the  State  had  full  credence  in  communities  where  the  notion 
of  such  a  relation  between  the  State  and  the  common  school  had  made  little 
way. 

Numbers  of  young  men  whose  parents  could  furnish  the  means  went  to 
the  institutions  of  learning  in  the  States  "over  the  mountains,"  as  many  do  yet. 

Colleges  were  founded  here  on  ( )hio  soil,  some  by  the  State,  many  more 
by  the  various  religicnis  denominations,  while  a  multitude  of  academies  and 
seminaries  sprang  u]:)  like  young  oaks  from  acorns  for  which,  kind  Nature  had 
furnished  favorable  nesting  places,  or  "procreant  cradles." 

To  these  schools  the  people  of  Ohio  owe  a  perennial  debt  of  gratitude  but 
one  upon  which  the  interest  is  not  "kept  paid  up."  Indeed  one  must  have  been 
singularly  inattentive  who  has  not  heard  notes  of  satisfaction,  if  not  gratifica- 
tion, over  the  decline  of  the  early  academies.     The  reason   for  this  is  not   far. 

The  colleges  still  stand  and  legion  is  the  number  of  speeches  and  reports 
over  the  best  way  to  bridge  the  space  between  them  and  the  schools.  What 
they  want  is  not  thanks  of  a  grateful  ])osterity,  but  students  of  the  living 
present;  and,  some,  tlie  State's  own,  an  appropriation:  but  the  academies,  where 
are  they?  Like  the  Indian,  with  apologies  for  the  simile,  before  the  jiale  face, 
they  retreated  before  the  oncoming  high  school.  Their  closed  doors  were  a 
language  in  which  could  be  read  the  growing  confidence  of  the  jjeople  in  the 
high  school,  and,  by  inference,  the  increasing  merit  of  this  institution. 

In  almost  every  town  whose  founding  was  in  the  early  day  and  whose 
years  begot  growth,  the  visitor's  attention  will  be  drawn  to  some  building  which, 
he  is  told,  used  to  he  the  academy :  or.  perhaps,  the  name  has  not  slipped  into 
the  past  tense. 

If  a  list  of  the  names  of  academies  which  are  found  in  reports  and  other 
writings  of  a  statistical  turn  were  made,  it  would  be  a  very  long  list  of  schools 
whose  title  should  mean  something  higher  in  the  way  of  l)ook  training  than  the 


l88  EDUCATIONAL  HISTORY   OF   OHIO 

common  branches.  Commonly  the  title  was  thus  justified,  but  many  times  the 
school  was  but  a  subscription  school  with  the  euphemistic  designation,  "select." 

In  speaking  of  educational  work  at  Marietta  prior  to  the  college,  Dr.  I. 
W.  Andrews  at  the  semi-centennial  celebration  of  Marietta  College,  discoursed 
interestingly  of  a  still  earlier  period :  "Even  before  the  present  century  began 
and  within  the  first  decade  after  the  first  settlement  here,  steps  were  taken  for 
the  establishment  of  an  academy.  In  April,  1797,  a  meeting  of  the  citizens  was 
held  for  that  purpose,  and  a  committee  appointed  to  prepare  a  plan  of  a  house 
suitable  for  the  instruction  of  the  young  and  for  religious  purposes.  This  com- 
mittee consisted  of  General  Rufus  Putnam,  Hon.  Paul  Fearing,  Griffin  Greene, 
Hon.  R.  J.  Meigs  Jr.,  Charles  Greene,  and  Joshua  Shipman.  This  was  the 
origin  of  the  'Muskingum  Academy,'  and  the  building  was  doubtless  the  first 
structure  erected  for  such  a  purpose  in  the  'territory  northwest  of  the  river 
Ohio.'     *     *     * 

The  first  instructor  in  the  Muskingum  Academy,  the  pioneer  of  the  institu- 
tions for  higher  education  at  Marietta,  was  David  Putnam,  a  graduate  of  Yale 
College  in  1793.  How  manv  others  of  the  teachers  had  received  a  liberal  edu- 
cation is  not  known.     *     *     * 

It  is  probable  that  from  the  beginning  of  the  century  until  the  time  when 
Marietta  College  was  founded  this  town  furnished  almost  uninterrupted  facilities 
for  instruction  in  the  higher  branches  of  an  English  education,  and  most  of  the 
time  for  such  classical  instruction  as  was  required  for  preparation  for  college." 

The  course  of  study  at  Muskingum  .\cademy  is  not  given.  I'robably  its 
range  may  be  inferred  from  the  last  sentence. 

Unless  the  student  of  this  interesting  subject  should  traverse  the  State  and 
visit  the  manv  towns  where  these  .schools  once  existed,  and  in  each  should  find, 
among  the  people  there,  one  who  knew,  remembers,  and  cared  to  talk  of  the 
former  days  —  like  the  gray-haired  man  who  told  of  the  planting  of  Bryant's 
apple  tree  —  or,  one  who  can  locate  the  desk  in  which  the  yellow,  dusty  records 
are  resting,  he  can  not  have  material  for  a  history  of  these  institutions.  But 
perhaps  a  sort  of  impressionist  picture  would  arise  from  a  slow  reading  over 
of  items,  though  manv  of  them  should  be  only  names  of  schools  and  of  trustees 
and  dates  of  organization  of  the  societies,  which  are  not  to  be  given  in  charge 
of  the  memory  at  all.  Critics  tell  us  that  many  things  in  poetry,  —  Milton's 
pentameters  of  sounding  proper  names,  Browning's  "Childe  Roland  to  the  Dark 
Tower  Came,"'  as  extreme  examples  —  are  not  written  to  give  information,  hut 
to  induce  a  state  of  mind. 

In  the  beginning,  these  .societies  were  incorporated  by  special  acts  of  the 
legislature,  and  the  first  such  act  was  in  the  year  of  the  Louisiana  Purchase, 
incorporating  the  Erie  Literary  Society  or,  rather,  the  trustees  thereof.  The 
thirteen  had  good  old-fashioned  English  names  easy  to  spell  and  pronounce, 
and  even  if  no  date  were  in  sight,  he  that  runs  could  read  the  fact  that  this  is 
no  modern  group  of  citizens. 

The  preamble  relates  that  a  representation  has  been  made  to  the  General 
Assembly  by  certain  persons  associated  under  the  name  given  above,  that  a 
number  of  proprietors  of  land   within  the  county  of  Trumbull   are  desirous  to 


EDUCATIONAL   HISTORY   OF   OHIO  189 

appropriate  a  i)art  thereof  to  the  support  of  a  seminary  of  learnin;;;;.  within  such 
county.  It  was  several  years  later  when  the  legislature  exempted  from  taxa- 
tion lands  donated  to  this  society  for  the  purpose  of  erecting  a  college  at  Burton, 
and  the  apparent  error  or  contradiction  is  removed  by  recalling  that  Geauga 
County  was  not  "erected"  from  Trumbull  till  1805.  The  latter  county  included 
in  1803  all  of  the  Western  Reserve,  and  its  numlx-r  of  free  white  male  citizens 
of  the  age  of  twenty-one  years  was  1,111. 

Other  incorporations  by  special  acts  were  Worthington  Academy,  Dayton 
Academy.  Chillicothe  Academy,  New  Lisbon  Academy,  Granville  Religious  and 
Literary  Society,  Steuben ville  Academy,  (lallia  Academy,  Wooster  Literary 
Society,  Lebanon  Literary  Society.  In  1817  a  general  law  was  ]5assed  under 
which  this  incorporating  of  companies  to  establish  academies  and  also  for  the 
setting  up  of  libraries,  which  latter  work  had  been  going  on  pari  passu,  proceeded 
without  recourse  to  the  legislature. 

Such  accounts  as  are  at  hand  respecting  some  of  these  schools  will  aid  in 
forming  an  approach  to  a  fair  conception  of  what  was  sought  for  and  what 
was  obtained  in  these  foregoers  of  the  high  school.  In  the  report  for  185 1  of 
the  ex  officio  State  Superintendent  of  Schools  one  may  read  tliere  were,  in  Nor- 
walk,  two  prosperous  institutions,  which  had  no  share  in  the  public  funds :  the 
Norwalk  Institute  and  Norwalk  Female  Seminary,  both  of  which  were  in 
healthy  progress,  vmder  charge  of  excellent  teachers.  The  Centennial  volume  of 
historical  sketches  is  the  authority  for  saying  that  the  trustees  of  the  Norwalk 
Academy,  in  1826.  purchased  four  lots,  "the  same  lots  now  occupied  by  our 
high  school  building."  and  upon  this  ground  erected  a  three-story  brick  build- 
ing. The  first  and  second  stories,  though  far  from  complete,  were  occupied  Ijy 
the  academy  in  December ;  the  principal  and  four  assistants,  all  men ;  two  of 
them,  ministers:  "Miss  Bostwick  was  scon  after  added,  who  taught  ornamental 
branches,   drawing,   painting,   etc." 

At  the  end  of  the  first  quarter  there  were  ninety  pu]Mls  on  the  roll.  The 
prices  for  tuition  ranged  from  $1.75  to  $4.00  per  quarter  witli  a  deduction  of 
twenty-five  or  fifty  cents  "paid  in  two  weeks."  Besides  the  tuition,  each  pupil 
was  required  to  furnish  one-half  cord  of  wood  or  twenty-five  cents  in  money, 
toward  warming  the  building.  The  course  of  study  stretched  from  the  primary 
school  well-nigh  to  the  college :  reading,  writing,  spelling,  arithmetic,  English 
grammar,  higher  branchc.-;  of  English  education,  —  very  indefinite,  Greek  and 
Latin. 

The  Academy  ceased  its  separate  existence  and  was  consolidated  with  the 
public  schools  in  1829.  The  cause  as  assigned  was,  that  the  effort  was  prema- 
ture ;  the  country  too  sparsely  peopled  to  bear  the  expense  necessary  for  its 
continuance. 

The  "Institute"  whose  condition  was  descriljed  as  good  and  progressing  in 
185 1,  was  opened  in  1846  by  tlie  Baptist  denomination  ;  the  "Seminary"  had  liecn 
founded  in  1833 ;  had  the  ill  fortune  to  fall  a  victim  to  fire :  a  new  structure 
was  erected  and  at  the  reopening  in  1839  there  were  two  departments:  coeduca- 
tion not  being  then  the  vogue. 


190 


EDUCATIONAL   HISTORY   OF   OHIO 


In  the  report  for  1851  there  is  mention  of  other  academies,  one  of  these 
had  the  not  uncommon  fate  of  loss  by  fire :  "but  not  depressed  by  the  loss,  when 
the  interest  of  the  rising  generation  is  in  question,  built  by  private  subscription, 
another,  like  a  Phoenix  from  its  ashes,  now  occupies  the  same  place."  This 
seems  to  be  about  the  only  official  statement  of  the  mode  of  the  Phoenix's  ascen- 
sion. 

A  most  excellent  result  of  academies  or  select  schools,  in  another  county, 
Knox,  is  reported :  Of  three  such  institutions  it  is  affirmed  that  two  have  not 
a  rumshop  in  their  vicinity.  These  schools  speak  well  for  the  cause  of  educa- 
tion, or  its  eflfect. 

As  early  as  1807  an  act  incorporating  the  Dayton  Academy  was  obtamed 
from  the  legislature:  a  substantial  brick  school-house  was  built;  Mr.  D.  C. 
Cooper,  the  proprietor  of  the  town,  donating  in  addition  to  his  subscription, 
two  lots  and  a  bell.  Reading,  writing,  arithmetic,  the  classics,  and  the  sciences, 
left  little  to  be  desired,  even  if  elocution  had  not  "been  made  prominent." 

The  Lancastrian  experiment  of  mutual  instruction  was  at  that  time  excit- 
ing much  interest  in  the  country,  and  Mr.  Robert  W.  Steele  records  that  the 
trustees  of  the  Dayton  Academy  introduced  the  system,  erecting  a  building 
especiallv  adapted  to  this  mode  of  teaching,  and  procuring  the  services  of  an 
expert. 

Work  of  this  new  sort  began  in  1820.  Mr.  Steele  says:  "It  was  continued 
until,  like  so  many  other  theories  of  education,  the  system  was  superseded,  leav- 
ing no  doubt  a  residuum  of  good  which  has  been  incorporated  with  our  present 
advanced  methods  of  instruction.  It  is  an  interesting  episode  in  school  history,, 
and  may  serve  to  moderate  our  enthusiasm  for  new  methods  of  instruction  until 
thoroughly  tested  by  experience." 

In  1857  the  academv  property  was  donated  by  the  stockholders  to  the  board 
of  education,  and  the  high  school  long  was  comfortably  quartered  in  a  house 
upon  the  site  of  the  old  academy.  For  some  years  it  has  occupied  a  spacious 
and  beautiful  new  building,  appropriately  named  the  Steele  High  School. 

Sometimes,  instead  of  "academy,"  or  "select  school"  or  "seminary"  the 
subscription  school  was  called  a  "high  school,"  and  this  confusion  of  names 
unless  he  note  the  date,  and  recall  something  of  school  law,  will  tend  to  trap 
the  unwary. 

No  data  as  to  the  Chillicothe  .\cademy  are  at  hand  beyond  tlie  mention  in 
a  public  school  report  of  1858  of  a  transaction  which  would  show  that  the  school 
had  closed  its  career.  In  consideration  of  the  sum  of  three  thousand  dollars, 
received  by  them  from  the  board  of  education  they  agreed  to  lease  permanently 
for  school  purposes  a  portion  of  the  "Old  Academ\-  Lot" :  also  to  return  this 
three  thousand  dollars  to  the  board  of  education  on  condition  that  it  be  used  in 
making  the  central  building  that  much  superior  to  the  other  two. 

In  1858  the  commissioner  made  an  especial  efifort  to  procure  information 
relative  to  academies  but  the  results  were  meager  indeed ;  seven,  the  Scriptural 
number,  reported.     A  sentence  or  two  from  each  has  place  here. 

"Combined  with  study,  manual  labor,  performed  chiefly  upon  a  farm  of 
orio-inallv  four  hundred  acres,  has  been,  until  the  present  year,  a  distinctive  fea- 


EDUCATIONAL  HISTORY  OF  OHIO  191 

ture  of  the  Grand  River  institution."  It  further  appears  that  the  farm  had  just 
been  sold  as  young  men  wishing  to  earn  their  way  could  find  employment 
among  the  neighboring  farmers.  Early  in  the  year,  the  main  building  was 
destroyed  by  fire  but  a  new  one  had  been  erected.  The  Institute  had  a  four 
years'  course,  and,  for  entrance,  a  knowledge  of  orthography,  reading,  writing, 
geography  and  arithmetic,  was  required. 

Kingsville  Academy  was  organized  in  1836.  In  1858  there  were  ten  differ- 
ent teachers  employed  and  the  whole  number  of  pupils  enrolled  was  two  hun- 
dred and  ninety-seven. 

In  1848  the  school-house  was  burnt  and  rebuilt.  The  library  contained 
four  hundred  volumes.  The  Academy  supplied  two  distinct  demands ;  to  pre- 
pare young  men  and  women  for  active  life  without  a  college  course,  and  to 
prepare  young  men  for  college. 

Gallia  Academy  was  established  in  1854,  was  consequently  new.  One  promi- 
nent feature  was  the  i)reparation  of  teachers. 

The  ISarnesville  Chissical  Institute  had  an  extended  course  in  the  classics, 
besides  a  variety  of  other  courses.  Fifty  individuals  left  in  one  year  to  take 
charge  of  schools. 

The  school  at  Pomeroy  was  established  in  1849.  School  property,  an  acre 
of  land,  and  a  Iniilding  thereon  three-stories  high,  with  school-rooms  in  the 
basement  and  on  the  second  floor.     The  higher  story  is  used  for  a  dwelling. 

The  Western  Reserve  Eclectic  Institute  was  established  and  began  its  work 
in  1850.  It  had  a  charter  from  the  legislature  which  jilaced  its  management  in 
the  hands  of  twelve  trustees.     In  the  eight  years  of  its  operation  it  had  enrolled 

5.045- 

"J.  A.  Garfield,  IVinciijal,"  states  that  its  aim  is  to  hold  the  rank  of  a  first 

class  collegiate  seminary ;    to  train  teachers  for  their  duty  in  the  pulilic  schools, 

and  to  prepare  students  for  an  advanced  standing  in  college. 

Seneca  County  Academy  was  incorporated  in  1836.  The  familiar  names  of 
T.  W.  Harvey  and  A.  Schuyler  appear  among  the  names  of  its  early  principals. 
In  1858  it  was  reported  upon  a  firm  basis,  with  flattering  prospects  for  the  future. 

In  1873  the  State  Commissioner  published  a  table  of  Academies,  Normal 
Schools,  etc.,  which  received  nothing  from  the  common  school  fund.  Their 
number  is  twenty-three  and  they  report  an  attendance  of  4917  and  a  total  expen- 
diture of  about  forty-two  thousand  dollars.  Most  of  these  did  not  date  their 
origin  far  enough  back  to  assist  in  answering  the  question  at  the  outset  of  this 
chapter. 

Although  statistics  are  not  at  hand  lo  justify  any  attempt  to  deal  with  that 
branch  of  the  subject  the  fact  must  not  be  lost  from  sight  that  all  these  years  there 
has  been  an  increasing  number  of  church  schools,  of  varying  degrees  of  merit, 
of  course,  but  the  higher  grade  ones  doing  something  to  supply  the  call  and  the 
need  for  secondary  education. 

At  the  urgent  request  of  the  State  Commissioner  of  Schools,  many  of  these 
institutions  have  made  report  to  him  of  such  substantial  data  as  he  would  call 
for,  but  as  the  State  had  no  financial  interest  in  them  her  agent's  call  was  not 
mandatorv  and  was  very  often  ignored. 


192  EDUCATIONAL  HISTORY   OF  OHIO 

What  is  here  written  makes  not  the  smallest  jiretense  to  he  a  history  of 
even  a  part  of  these  schools.  Its  aim  was  to  aid,  not  the  scliool  man,  hut  the 
general  reader,  to  see  a  little  more  clearly  how  it  was.  or  at  least  catch  a  glimpse 
of  one  of  the  great  instrumentalities,  which  prevented  the  hetter  half  of  the 
active  people  of  Ohio  during  a  series  of  years  from  growing  up  in  a  state  of 
ignorance.  The  "general  file"  of  these  schools  are  things  of  the  ])ast  hut  theirs 
was  not  a  lost  cause.     The  good  they  did  lives  after  them. 

For  a  plea.sant  leaving  of  the  suhject  the  reader  may  hark  hack  to  a  date 
nearly  two  decades  before  the  birth  of  graded  schools  and  hear  a  sage  and 
gallant  governor  of  Ohio  in  his  farewell  message,  congratulate  the  people  of 
Ohio  upon  the  benign  results  of  the  law  of  1825 :  "Our  common  schools  have 
gradually  increased  under  the  law  for  their  regulation  and  sup])ort.  Our  num- 
erous academies  and  colleges  are  in  a  flourishing  condition,  and  all  are  receiving 
a  gradual  accession  of  students.  Our  female  seminaries  are  increasing ;  and  a 
deeper  interest  is  felt  throughout  fhc  State  for  the  instruction  of  this  most  inter- 
esting part  of  our  population." 


CHAPTER  XVI 


THE    PASSING   OF   THE   WORD    "WHITE" 


THE   PASSING   OF   THE   WORD    "WHITE" 


IF  the  story  of  the  negro  in  America  should  be  told  at  length  and  in  detail 
it  would  not  be  true  if  one  should  apply  to  the  number  of  volumes  the 
tremendous  hyperbole  that  the  world  would  not  hold  them,  but  they  would 
be  many.  The  part  of  that  story  which  would  apply  to  Ohio  would  occupy  some 
space  even  if  writ  small.  In  this  book  however  our  concernment  is  with  the 
relation  in  which  the  colored  people  stood  to  education,  the  public  schools,  and 
the  State. 

Turning  the  leaves  of  a  time-stained  volume  entitled  "Laws  of  the  Terri- 
tory Northwest  of  the  River  Ohio,"  one  grows  used  to  the  phrase,  "free  male  in- 
habitants" ;  then,  more  definitely,  "free,  able-bodied,  white,  male  citizen."  These 
persons,  "tnale",  human,  doubtless,  are  being  listed  so  that  they  may  vote, 
fight,  and  do  other  things  that  "may  become  a  man." 

But  here  in  1799  we  find  that  all  able-bodied  single  men  who  shall  not 
have  taxable  property  to  the  amount  of  two  hundred  dollars,  *  *  *  aU 
horses,  asses,  all  bond-servants  of  the  age  of  twenty-one  years  and  upwards, 
within  this  territory,  are  hereby  declared  chargeable  for  defraying  the  county 
expenses,  in  which  they  may  respectively  be  found,  to  be  taxed  and  collected." 
The  first  General  Assembly  of  the  State  of  Ohio,  in  1803,  amended  this  section 
by  omitting  "bond  servants."  The  great  Ordinance,  it  will  not  be  forgotten, 
based  a  change  in  the  form  of  government  upon  districts  having  "five  thousand 
free  male  inhabitants." 

Between  the  dates  named  the  first  constitution  of  Ohio  was  framed  and 
put  in  force.  The  second  article  provides  for  "an  enumeration  of  all  the  white 
male  inhabitants  above  twenty-one  years  of  age" ;  this,  in  order  to  give  effec^  to 
article  first,  which  provides  for  a  general  assembly  consisting  of  senate  and 
house  of  representatives,  "both  to  be  elected  by  the  people."  If  any  one  thinks 
this  last  provision  a  useless  addition  let  him  recall  the  fact  that  the  general 
assembly  or  legislature  in  the  form  of  government  from  which  the  new  State 
was  just  emerging  embraced  a  legislative  council,  a  sort  of  senate  which  was  not 
elected  by  the  people.  This  instrument  interprets  the  word  "people"  with  a 
diflference ;  for  "the  representatives  shall  be  chosen  annually  by  the  citizens, 
etc.,"  "the  senators  shall  be  chosen  biennially  by  the  qualified  voters  for  repre- 
sentatives," "the  governor  shall  be  chosen  by  the  electors  of  the  members  of  the 
general  assembly,"  and  "in  all  elections,  all  white  male  inhabitants  above  the 
age  of  twenty-one  years  *  *  *  shall  enjoy  the  right  of  an  elector."  Gram- 
mar was  not  in  fashion  at  that  elder  day  in  Ohio. 

The  Legislature  of  Ohio  on  January  fifth,  1804,  passed  an  act  "to  regulate 
black  and  mulatto  persons."  This  regulating  was  a  statement  of  the  conditions 
upon  which  such  a  person  might  become  a  resident  or  inhabitant  of  the  State : 
also   the   conditions   upon    which    another   person    might    give    him    employment 


196  EDUCATIONAL   HISTORY   OF  OHIO 

without  having  to  pay  a  fine  of  not  less  than  ten  nor  more  than  fifty  dollars. 
"He  or  she  shall  first  produce  a  fair  certificate  from  some  court  within  the 
United  States,  of  his  or  her  actual  freedom,"  and  this  document  must  bear  the 
seal  of  the  court. 

Coming  down  the  tide  in  these  affairs  from  eighteen  hundred  two  to  eighteen 
hundred  fifty-one,  we  learn  from  .Article  V.  of  the  new  Constitution,  which 
defines  the  elective  franchise,  that  to  be  an  elector,  or  voter,  an  inhabitant  must 
be  also  a  "white  male  citizen."  This  restriction  Ohio  deliberately  retained  in 
her  fundamental  law  after  a  half  century  of  experience.  She  has  not  been 
singular  in  this  matter.  We  will  not  go  on  a  search  for  examples,  but  right  at 
hand  are  the  constitutions  of  Indiana,  eighteen  hundred  sixteen,  and  of  Connecti- 
cut, eighteen  hundred  eighteen,  and  in  each  we  find  that  to  speak  in  regard  to 
public  affairs  with  the  exceedingly  small,  still  voice  of  a  common  voter,  was  the 
privilege  only  of  the  "white  male"  of  twenty-one  and  upwards. 

It  seems  clear  that  in  the  eyes  of  those  who  formulated  public  thought  and 
projected  it  into  the  future  in  Ohio's  three  constitutions  —  for  the  Ordinance 
was  not  less  a  constitution  because  it  had  a  much  broader  reach  than  the 
limits  marked  out  in  the  second  —  a  "black  or  mulatto  person"  was  not  an 
elector,  a  voter,  or  citizen.  It  would  be  logical  to  say  farther  that  he  was  not 
included  when  they  spoke  of  "the  people." 

But  a  single  purpose  goes  with  this  relation.  If  the  genius  of  universal 
education  has  now  a  wide  stroke  of  wing  and  in  a  free  expanse,  this  backward 
look  should  enable  the  reader  better  to  discern  that  fact  and  appreciate  it.  If 
he  be  young,  he  has  not  met  these  facts  in  his  experience;  they  may  not  be 
among  the  fruits  of  his  fireside  travels  into  books ;  they  are  essential  to  a  full 
comprehension  of  certain  legislation  pertaining  to  schools ;  they  are  part  of 
educational  history. 

In  the  act  passed  in  eighteen  hundred  thirty-eight,  one  of  the  turning  points 
in  the  story  of  school  legislation,  where  provision  is  making  for  a  fund  for  the 
education  of  all  the  white  youth  in  the  state,  the  property  of  black  and  mulatto 
persons  is  exempted  from  taxation,  and  if  by  inadvertence  any  tax  for  school 
purposes  shall  be  levied  on  the  property  of  any  such  ])erson  the  county  treasurer 
is  required  "to  abate  said  tax." 

The  township  clerk  was  required  to  take  or  cause  to  be  taken  "a  list  or 
enumeration,  in  writing"  —  luckily  he  was  not  compelled  to  retain  it,  as  the 
Iliad  was  retained  —  of  all  the  white  youth  in  each  district  of  his  township. 
Elsewhere  said  clerk,  in  his  added  capacity  as  township  superintendent,  is  directed 
what  to  do,  in  case  funds  from  public  sources  are  not  sufficient, —  that  the 
qualified  voters  shall  speak  their  mind  about  a  tax,  so  that,  if  they  think  best, 
six  months  good  schooling  shall  be  provided  all  the  white  unmarried  youth  of 
the  township.  Here  we  learn  of  another  disability,  and  it  has  lingered  into  the 
new  century,  while  those  fixed  in  our  fundamental  law  and  statutes  on  the  basis 
of  color  have  been  removed. 

In  the  session  of  eighteen  hundred  thirty-three,  thirty-four,  a  memorial  was 
laid  before  the  Ohio  senate  praying  for  the  repeal  of  the  "Black  Laws."  and  the 
Committee  on  Judiciary  reported  in  favor  of  retaining  them. 


EDUCATIONAL  HISTORY   OF  OHIO  197 

In  the  session  of  eighteen  hundred  thirty-seven,  thirty-eight,  when  a  bill  relat- 
ing to  schools  and  school  lands  was  under  discussion,  Mr.  Leicester  King  moved 
to  strike  out  the  word  "white."  Thirty  votes  opposed,  two  votes  favored  the 
motion,  Mr.  King's  own  and  that  of  Benjamin  F.  Wade,  who,  in  a  larger 
senate,  has  a  long  and  marked  record  on  this  general  topic. 

In  the  House  of  Representatives,  session  of  eighteen  hundred  forty-forty- 
one,  concerning  a  petition  to  repeal  the  Black  Laws,  Dr.  John  Watkins  of 
Muskingum  county,  from  the  Committee  on  Public  Institutions,  reported  that 
it  would  be  "highly  impolitic  to  repeal  or  modify  the  existing  laws." 

The  session  following,  many  petitions  were  laid  before  the  senate,  some 
for  repeal,  as  above,  and  some  to  prevent  black  or  mulatto  persons  from  com- 
ing into  the  state;  but  no  favorable  action  upon  either  class  was  taken.  Each 
year  thereafter  came  up  the  same  old  question  in  the  same  old  way. 

The  School  Code  of  eighteen  Inmdred  fifty-three  made  some  advance  in 
tile  direction  of  the  education  of  the  colored  youth.  The  step  is  taken  in 
section  31.  Whatever  may  have  been  thought  of  this  section  at  the  time  it 
was  framed,  sentiment  outran  it,  and  like  the  admirable  "double-geared"  town- 
ship system,  it  lived  to  be  the  theme  of  much  unvarnished  rhetoric. 

In  substance  this  section  authorized  and  required  boards  of  education  to 
establish  within  their  rcsjiective  districts  one  or  more  separate  schools  for 
colored  children  when  the  whole  number  by  enumeration  exceeds  thirty,  so  as 
to  afford  tiiem  as  far  as  practicable  under  the  circumstances  the  advantages  and 
privileges  of  a  common  school  education.  These  schools  were  to  be  under  the 
same  control  as  the  "white  schools."  When  the  average  number  of  colored 
children  in  attendance  shall  be  less  than  fifteen  for  any  one  month  it  was  made 
the  duty  of  the  board  to  discontinue  the  school  for  any  period  not  exceeding 
six  months  at  any  one  time.  Should  the  number  enrolled  be  less  than  fifteen 
"the  directors  shall  reserve  the  money  raised  on  the  number  of  said  colored 
children,  and  the  money  so  reserved  shall  ])e  appropriated  for  the  education 
of  such  colored  children  under  the  direction  of  the  township  board."  This 
surely  gave  a  fine  chance  for  action  by  any  pupil  possessing  advanced  ideas 
about  breaking  a  quorum.  The  roll  might  show  just  fifteen  names  and  with 
his  withdrawal  the  school  must  cease  to  keep. 

It  is  almost  amusing  to  study  from  this  distance  Commissioner  Barney's 
struggle  to  see  through  this  maze,  to  point  his  eloquent  finger  at  what  might 
be  done  if  boards  were  made  of  other  and  scarcer  stuff.  Of  this  palmate  array 
the  Hibernian  debater  would  declare  that  if  one  failed  another  would  be 
equally  effectual.  "The  money  so  reserved  for  the  education  of  colored  chil- 
dren, may  be  used  to  procure  for  them  private  instruction  ;  or,  the  teacher  of 
the  sub-district  school  may  be  employed  to  instruct  them  in  an  evening  school, 
or  at  such  other  times  as  may  be  deemed  expedient ;  or  they  may  be  instructed 
during  the  vacation  of  the  school  for  white  youth ;  or  they  may  be  admitted  to 
the  common  school  of  the  sub-district,  if  no  objections  are  raised  against  such 
an  arrangement." 

A  decade  later  the  legislature  changed  the  "thirty"  and  the  "fifteen"  each 
to  twenty,  but  it  provided  for  a  joint  district  where  the  aggregate  of  colored 


198  EDUCATIONAL  HISTORY  OF  OHIO 

youth  in  two  adjoining  districts  is  over  twenty.  These  colored  districts  were 
pecuhar  in  that  they  had  no  directors,  but  were  in  the  immediate  charge  of  the 
township  board.  They  were  as  large  as  the  township,  and  this  was  before  the 
day  of  "conveying"  pupils. 

It  must  not  be  inferred  that  this  section  applied  to  township  districts  only. 
The  following  figures,  while  probably  not  on  the  verge  of  perfect  accuracy, 
are  worth  attention.  In  eighteen  hundred  fifty-four  the  State  Commissioner 
reported,  on  the  authority  of  the  county  auditors  who  summed  the  returns  from 
the  boards  of  education,  that  there  were  9,756  colored  youths  in  the  State  be- 
tween five  and  twenty-one  years  of  age;  that  of  these  2,439  "attended  school 
during  the  past  year,"  in  which  phrase  "during"  is  to  be  taken  in  its  common 
but  incorrect  sense. 

In  eighteen  hundred  seventy-eight,  after  the  general  law  of  fifty-three  had 
been  in  force  a  quarter  of  a  century  the  auditors  report  11,782  colored  boys  and 
11,321  colored  girls,  an  aggregate  of  23,103  in  the  State;  that  of  these  3,106 
were  enrolled  in  township  districts  and  6,723  were  enrolled  in  city,  village,  or 
special  districts,  9,829  pupils  in  all,  average  duration  of  school  term  in  the 
former,  twenty-five  weeks,  with  one  hundred  twenty  teachers ;  in  the  latter, 
thirty-five  weeks  with  one  hundred  forty-two  teachers. 

In  eighteen  hundred  eighty-five,  near  the  last  scene  of  this  strange  but  not 
eventful  history,  by  the  Commissioner's  tables  there  were  25,586  colored  youths 
of  school  age  in  Ohio;  that  of  these  3,213  had  their  names  at  some  time  on 
the  rolls  in  the  townships,  and  5,734  were  enrolled  in  the  separate  districts,  a 
total  of  8,947,  average  duration  of  the  school  term  in  the  former  twenty-nine 
weeks  with  one  hundred  five  teachers;  in  the  latter  thirty-six  weeks  with  one 
hundred  twenty  teachers. 

Harking  back  from  the  last  date  given  we  find  another  codification  of  the 
school  laws,  that  of  eighteen  hundred  seventy-three,  section  thirty-one  having 
seen  the  light  of  twenty  winters.  This  school  law  of  seventy-three  repealed  all 
laws,  general  and  special,  relating  to  schools  except  section  thirty-one.  This, 
with  its  various  attempts  at  amendment,  was  still  there,  unrepealed  and  un- 
codified. 

On  the  nth  day  of  May  eighteen  hundred  seventy-eight  an  act  was  passed 
one  of  whose  intents  was  "to  repeal  section  thirty -one  of  an  act  entitled  'an  act 
to  amend  an  act  entitled  an  act  to  provide',"  and  so  following. 

Boards  of  education  now  are  required  "to  provide  for  the  free  education 
of  the  youth  of  school  age  within  the  district.  They  are  permitted,  if  in  their 
judgment  it  is  for  the  best  interests  of  the  districts,  to  organize  separate  schools 
for  colored  children,  but  they  must  furnish  them  "schooling,"  and  for  the  same 
term  as  the  other  schools ;  and  two  boards  of  education  in  adjoining  districts 
may  unite,  as  before.  The  part  of  this  act  which  related  to  separate  schools 
for  the  colored  pupils  became  Section  4008  of  the  Revised  Statutes.  The 
Supreme  Court  had  previously  decided  that  the  "act  authorizing  the  classifica- 
tion of  school  youth  on  the  basis  of  color  does  not  contravene  the  constitution 
of  the  state  nor  the  fourteenth  amendment  to  the  constitution  of  the  United 
States." 


EDUCATIONAL  HISTORY  OF  OHIO  199 

The  Black  Laws,  so  long  the  subject  of  contention,  were  finally  repealed 
in  eighteen  hundred  eighty-seven.  This  action  pertained  to  several  things ;  but 
the  one  pertinent  here  is  that  the  authority  under  which  boards  of  education 
might  maintain  separate  schools  for  colored  youth  was  taken  away. 

Where  there  is  a  large  number  of  colored  children  not  widely  scattered  it 
is  still  possible  by  simple  transfers  when  necessary  to  avoid  mixed  schools,  to 
continue  separate  schools  in  fact  though  not  bearing  the  name. 

The  experiment  was  tried  of  continuing  a  separate  school  by  authority  of- 
Section  4013  of  the  Revised  Statutes.  This  section  declares  that  the  schools 
of  each  district  shall  be  free  to  all  youth  of  school  age ;  that  a  board  may  make 
such  assignments  of  the  pupils  to  the  schools,  "as  will,  in  their  opinion,  best 
promote  the  interests  of  education"  in  the  district.  The  Circuit  Court  —  Butler 
County,  Ohio  —  denied  the  validity  of  such  action ;  affirmed  that  the  right  to 
organize  separate  schools  for  colored  children  and  require  them  to  attend  there 
was  taken  away  by  the  repeal  of  Section  4008. 

The  writer's  personal  experience  was  not  extended,  but  some  bits  of  it  may 
serve  as  examples  under  the  various  rules. 

When  a  boy,  in  a  small  county  seat  of  Ohio,  he  attended  school  one  winter 
in  one  of  the  three  districts  into  which  the  town  was  divided.  Two  negro  boys 
attended  the  same  schools. 

As  principal  of  the  "Union  Schools,"  all  in  one  building,  some  years  later 
in  another  county  seat  he  had  no  charge  concerning  the  little  brick  school- 
house  on  a  back  street,  wherein  the  colored  school  was  organized  —  to  some 
extent.     This  was  in  the  "seventies." 

In  the  "eighties"  his  lines  fell  in  yet  another  county  seat.  Here  were  three 
"ward"  school  buildings.  The  colored  district  had  the  same  extent  as  the  city 
district,  with  one  school-house.  In  it  was  a  legal  separate  school,  with  a 
course  of  .study  the  completion  of  which  was  to  admit  to  the  high  school,  but 
when  the  superintendent  promoted  a  few  pupils  across  the  color  line  one  half 
of  the  members  of  the  board  of  education  denied  his  right  so  to  do.  The  presi- 
dent of  the  board,  however,  ruled  that  the  thing  was  done,  and  the  white  male 
citizens  declared  at  the  next  election  that  it  was  right. 

Later  in  this  decade  he  was  on  duty  in  a  much  larger  city.  For  school 
purposes  the  city  district,  as  is  the  common  way  and  style,  was  divided  into  a 
number  of  "districts."  There  was  one  colored  district,  conterminous  with  the 
city  district,  in  which  was  one  school-house  of  eight  rooms,  each  in  charge  of  a 
competent  colored  teacher ;  the  course  of  study  leading  to  the  eighth  grade,  or 
intermediate  school,  and  a  few  of  the  pupils  who  had  completed  the  course 
below  were  in  the  eighth  grade  and  a  few  in  the  high  school. 

The  act  of  eighteen  hundred  eighty-seven  passed  and  that  school-house 
stood  empty.  Near  one  hundred  of  the  pupils  in  the  first  five  grades  lived 
within  the  boundaries  of  one  district,  and  two  of  the  colored  teachers  were 
already  employed.  In  the  fall  they  were  installed  in  two  rooms  of  that  district 
and  by  dint  of  mixed  grades,  the  problem  was  so  far  solved ;  no  colored  schools, 
for  they  were  contrary  to  the  law.  The  board  of  education  freely  left  the 
adjustment  and   the   responsibility   in   the   superintendent's   hands.     In   some   of 


200  EDUCATIONAL   HISTORY   OF  OHIO 

the  other  districts  there  were  mixed  white  and  colored  schools,  and  there  were 
six  colored  teachers  out  of  employment. 

In  the  case  referred  to  there  is  a  concise  statement  of  the  change  of  senti- 
ment on  the  question  of  a  negro's  right  to  an  education.  It  discovered  "a 
gradual  but  steady  attempt  on  the  part  of  the  law-makers  to  give  to  the  colored 
children  the  full  benefit  of  the  puh'ic  schools,  and  to  some  extent  at  least,  to 
have  the  distinction  on  account  of  color,  so  far  as  the  law  is  concerned,  done 
away  with."  This  "attempt"  was  a  long  time  on  the  way — 1787  to  1887  — 
and  it  had  a  long  distance  to  come. 

Those  friends  of  the  negro,  those  ])ersons  who  desired  him  to  have  a 
■"fair  chance,"  were  by  no  means  of  one  mind  upon  the  doing  away  with  sepa- 
rate schools.  There  were  many  who  looked  to  the  fact  that  it  was  almost  cer- 
tainly closing  against  the  negro  one  of  the  very  few  doors  through  which  he 
might  hope  to  pass  u])ward  from  the  lowest  and  poorest  paid  employments ; 
that  it  would  chill  any  stirrings  of  ambition  for  something  better  in  his  life : 
that  colored  schools  might  be  made  quite  as  good  as  the  white  schools,  and  that 
the  colored  children  would  be  happier  when  in  schools  to  themselves :  that  it 
were  wiser  to  have  left  the  matter  where  it  was,  in  the  discretion  of  the  respec- 
tive boards  of  education. 

How  far  these  opinions  have  lieen  exemplified  by  the  experience  of  the 
vears  since   the  law   was  passed   there   seems  no   way   to   determine. 


CHAPTER  XVII 


THE    TOWNSHIP   DISTRICT 


THE   TOWNSHIP   DISTRICT 


CHIS  form  of  district  has  been  already  touched  upon,  but  its  past  history 
has  been  so  varied  and  its  future  is  so  boundless  a  field  for  the  cause  of 
public  education  that  it  is  to  have  some  additional  treatment. 

The  original  laying  oflf  of  territory  into  townships,  or  "towns,"  as  they  are 
often  called,  was  for  the  purpose  of  selling  the  land,  and  when  a  few  little  groups 
of  people  had  settled  in  one  of  these  there  were  trustees  elected,  and  one  of 
their  functions  was  the  laying  oflf  the  township  into  divisions  looking  toward 
schools  in  the  future. 

With  the  increase  of  population  it  became  very  convenient,  if  not  necessary, 
to  change  boundary  lines  of  those  original  townships  and  a  gradual  formation 
of  civil  townships  as  the  units  of  terriory  for  local  government,  and  these  civil 
townships  were  carved  into  school  districts,  which  were  each  under  the  gov- 
ernment of  a  board  of  directors.  These  districts  being  entirely  independent  of 
each  other,  the  only  apparent  link  among  them  was  the  possible  and  elusive  figure 
of  the  township  clerk  passing  around  as  superintendent. 

The  condition  of  these  schools  has  been  described  by  the  pens  of  many  ready 
writers.  Mr.  Lewis,  1837,  found  in  his  energetic  search  that  there  were  no 
schools  in  the  State,  excepting  those  in  Cincinnati,  free  alike  to  rich  and  poor. 
There  were  7,748  districts  and  3,370  were  without  schoolhouses.  Many  of  the 
houses  in  which  school  was  taught  for  two  or  three  months  in  the  winter  were 
not  worth  ten  dollars  each,  while  not  one-third  in  the  State  would  be  appraised 
at  fifty  dollars  each.  Surely  the  glimpses  of  the  moon  revisited  many  of  the 
round  log  cabins  or  something  cheaper. 

Not  delaying  here  to  relate  their  story,  it  is  a  palpable  truth  that  the  friends 
of  the  public  school  cause  yearned  for  something  better. 

Should  the  reader  recall  the  statement  of  Samuel  Lewis  in  regard  to  the 
reach  downward  from  the  country  schools  to  those  of  the  towns :  "And  in  that 
lowest  deep  a  lower  deep,"  his  historic  sense  will  scarcely  escape  a  spell  of 
retroactive  despair,  for  in  his  report  for  1838.  after  that  energetic  tour  of  inspec- 
tion, he  wrote:  "In  towns  and  larger  villages  the  common  schools  are  poorer 
than  in  the  country.  In  the  latter,  neighborhoods  depend  more  on  them,  and, 
of  course,  take  a  deeper  interest  in  their  control ;  while,  in  the  former,  there  is 
too  frequently  but  little  attention  paid  to  these  schools  by  persons  able  to  provide 
other  means  of  instruction."  The  query  rises,  why  did  the  persons  not  able  to 
"provide  other  means"  not  wreak  themselves  upon  attention  to  the  means  they 
had?     Perhaps  some  of  them  did. 

For  the  ills  to  which  the  schools  fell  heir  from  a  much  divided  territory, 
hosts  of  small,  independent  districts,  many  of  them  poor  in  purse  and  many  of 
them  without  even  the  few  leaders  who  knew  what  should  be  done  and  were 
willing  to  do  it,  any  modern  school  man  could  write  a  prescription.     In  fact,  it 


204  EDUCATIONAL  HISTORY  OF  OHIO 


was  written,  one  which  still  stands  approved  in  the  books,  but,  besides  the  obstacle 
of  tlie  doctors  disagreeing  and  often  changing  the  medicine,  the  patient  was 
contented  in  a  fair  degree  with  his  condition,  and  resolutely  commended  their 
"physic,  to  the  dogs."  But  he  is,  and  has  been,  taking  it,  only  it  is  in  the  manner 
in  which,  according  to  the  spelling  philosopher,  Billings  —  the  remark  is  germane 
to  the  present  theme  —  a  teacher,  on  a  salary  of  twenty  dollars  a  month  may 
grow  wealthy, — "with  extreme  deliberation." 

In  theory  the  township  district,  as  it  came  from  the  legislation  of  1853, 
seems  almost  without  fault.  It  had  a  lofty  model  —  a  Union  of  States.  In 
practice  it  has  furnished  for  a  half  century  an  object  for  the  school  officer's 
and  writer's  finest  gifts  of  vivisection  and  abuse,  and  in  practice,  in  spite  of  the 
"good-will  that  was  to  it"  in  its  inception,  the  rhetoric  was  justified  by  the  facts. 
The  good  words  over  its  beginning,  inspired  by  the  sincerest  yearning  for  the 
good  of  a  great  cause,  were  pronounced  by  the  Commissioner  in  charge :  "The 
erection  of  each  township  into  district,  the  sub-districts  of  which,  while  admin- 
istered by  local  directors,  shall  be  under  the  impartial  superintendence  of  a 
Board  of  Education  —  representing  all  interests  and  localities,  but  clothed  with 
ample  powers  for  vigorous  usefulness  —  certainly  seems  to  be  a  step  in  the  right 
direction." 

The  first  budget  of  complaints  came  from  persons  who  expected  to  continue 
or  to  become  members  of  the  Board  —  no  compensation  was  provided  for  their 
service :  following  hard  after  was  the  objection  from  the  wealthier  sub-districts 
to  sharing  with  the  poorer,  though  in  these  notions  there  was  no  unanimity,  and 
then,  as  in  later  years,  in  some  localities,  the  amount  of  service  toward  the  gen- 
eral good  tendered  and  done  as  a  free-will  ofifering  is  amazing  by  the  contrast. 

But  the  criticisms  so  plentifully  bestowed  by  the  workers  in  the  schools 
were  based  upon  observation  of  the  workings  of  the  township  system,  not  because 
they  were  men  of  keener  foresight  than  they  who  devised  it. 

This  system,  with  its  complexities,  has  been  described  in  bits,  and  the  non- 
professional reader  is  supposed  to  know  that  one  body  employed  teachers,  another 
paid  them ;  one  selected  a  course  of  study,  or  was  supposed  to ;  another  told 
the  teacher  what  to  teach ;  one  fixed  the  monthly  wages,  another  determined  the 
sum  that  should  continue  the  schools  the  legal  time,  and  so  following.  One  Com- 
missioner records  his  observation  that  there  was  no  duty,  which,  under  the  law, 
fell  to  one  of  these  governing  bodies,  that  the  other  did  not,  directly  or  indirectly, 
attempt  at  times  to  perform. 

Commissioner  Henkle,  in  1869,  said  to  the  legislature:  "To  our  present 
system  of  township  boards  and  local  directors  there  are  grave  objections.  A 
large  proportion  of  the  legal  questions  arising  in  the  operation  of  the  school 
law  grow  out  of  the  conflict  of  local  directors  with  the  township  boards.  The 
sub-districts  often  array  themselves  against  each  other  instead  of  moving  along 
in  harmony  and  taking  pride  in  the  success  of  all  the  schools  in  the  township. 

"It  is  beli'eved  that  the  present  mongrel  system  should  give  place  to  the 
purely  township  system,  in  which  all  the  schools  of  a  township  should  be  under 
the  exclusive  control  of  a  board  of  education,  chosen  by  the  electors  of  th, 
township." 


EDUCATIONAL  HISTORY   OF   OHIO  205 

Commissioner  Norris,  thirteen  years  after  the  "double-headed"  plan  —  to  use 
one  of  the  milder  epithets  —  went  into  effect,  or,  more  truly,  was  declared  in 
force,  gave  his  conclusion  as  to  the  issue :  "The  country  schools  are  certainly 
no  more  efficient  than  they  were  ten  years  ago,  whether  we  consider  the  character 
and  qualification  of  teachers,  the  modes  of  instruction  and  discipline,  or  the  per 
cent,  of  school  attendance."  The  hope  of  having  efficient  acting  managers,  and 
in  their  train,  grading  of  pupils,  inspection  of  schools,  consolidation  of  the  smaller 
sub-districts,  kindly  advice  for  teachers  to  draw  upon  in  their  hour  of  conscious 
need,  and  such  direction  as  would  make  them  conscious  of  their  own  individual 
deficiencies,  had  failed  of  realization. 

There  was  no  question  as  to  the  advantages  of  grading  pupils,  but  there 
was  doubt  as  to  the  best  way.  It  was  suggested  that  every  sub-district  should 
be  made  large  enough  to  require  the  service  of  at  least  two  teachers,  but  the 
objection  raised  was  that  little  children  would  have  too  far  to  walk.  An  improve- 
ment upon  this  was  to  have  the  advanced  pupils  come  to  a  central  school  but  a 
school  higher  than  the  primary.  Built  upon  that  idea  was  the  plan  to  have 
a  township  high  school  and  the  princii^al  of  it  be  made  inspector  of  the  sub- 
district  schools,  and  all  this  was  provided  for  by  statute,  but  it  was  permissive, 
and  the  people,  only  in  rare  cases,  wanted  the  permission. 

It  was  permitted,  1873,  a  township  district  to  become  a  village  district  with 
all  the  modern  improvements ;  township  boards  could  change  and  consolidate 
sub-district  boundaries,  Ijut  that  would  legislate  a  fellow  member  out  of  office, 
and  courtesy  forbade. 

Lecturing  from  the  Commissioner's  office  upon  this  text  went  on  with  few 
interruptions.  In  1889  Dr.  Hancock's  protest  ran  thus:  "As  the  years  roll  by 
the  waste  that  accom])anies  the  carrying  on  of  our  school  system  becomes  more 
and  more  apparent  to  every  thoughtful  man.  .^nd  nowhere  is  this  waste  more 
strikingly  exhibited  than  in  the  double-headed  system  of  township  schools.  There 
never  was  any  more  reason  why  this  class  of  schools  should  be  conducted  on 
such  a  scheme  than  that  cities  and  towns  should  be  saddled  with  it." 

The  most  illuminating  mode  of  continuing  this  subject  is  to  show  what  can 
be  done  when  the  will  is  not  lacking,  even  though  the  law  is  not  all  one  wishes  it. 

From  an  early  date,  it  will  not  be  forgotten,  there  were  probable  acting 
managers  of  the  schools  of  a  township;  and  later  there  were  possible,  and  a  few 
actual,  superintendents  of  township  schools,  though  they  had  the  oversight  of 
teachers  employed  by  a  different  authority.  But  to  illustrate  the  possibilities  by 
an  example,  the  following  is  given.  In  August,  1884,  at  the  request  of  the 
Commissioner,  L.  D.  Brown,  a  township  superintendent  made  to  him  a  report 
of  the  Beaver  Creek  township,  Greene  county,  Ohio,  schools.  It  relates  that  the 
Board  of  Education  adopted  a  course  of  study,  and,  after  reviewing  the  weak 
places  in  the  system  and  the  probable  difficulties  in  carrying  out  such  course, 
the  result  is  given  as  one  of  the  reasons  for  the  board's  action  in  employing  a 
Superintendent. 

At  the  opening  of  school  he  undertook  and  carried  through  the  grading  and 
classification  of  the  pupils,  whose  previous  irregularity  made  this  a  difficult  pro- 


2o6  EDUCATIONAL  HISTORY  OF  OHIO 


ceeding.  Some  show  of  dissatisfaction  followed,  but  the  confronting  exhibition 
of  a  steady  purpose  virtually  overcame  it. 

Where  there  was  difficulty  in  having  children  provided  with  the  proper 
books,  a  personal  laying  the  matter  before  parents  usually  removed  it ;  and  when 
there  was  need  of  it  the  board  supplied  the  books. 

The  entire  time  of  the  superintendent  was  spent  in  oversight  of  schools  and 
visiting  the  parents  of  the  pupils.  The  aid  offered  to  teachers  was,  for  the  most 
part,  kindly  received.  Three  examinations  were  held,  the  superintendent  fur- 
nishing the  questions  and  inspecting  the  papers.  About  one-half  of  the  teachers 
did  the  work  of  the  Ohio  Teachers'  Reading  Circle.  Several  educational  meet- 
ings were  held ;  first,  to  bring  the  schools  together  and  cultivate  a  spirit  of 
harmony ;  second,  to  exhibit  the  methods  of  different  teachers  before  all,  as 
shown  in  actual  class  work ;  to  secure  the  attendance  of  the  patrons  of  the 
schools;  and  thus  enlist  their  sympathy  and  cooperation. 

At  the  last  general  meeting  pupils  of  the  diflferent  schools  who  had  done 
the  work  creditably  received  certificates  signed  by  the  authorities. 

Much  good  evidently  was  done,  though  the  greater  part  was  not  written 
down  in  the  very  favorable  tables  of  figures.  This  was  not  yet  the  township  dis- 
trict which  some  of  the  "fathers"  desired  long,  and  no  one  knew  this  better  than 
the  Superintendent. 

For  a  second  example  the  following  is  abstracted  from  a  minute  pamphlet 
containing  the  course  of  study  in  the  sub-district  schools  of  Springfield  township 
in  Miami  county,  with  some  prefatory  remarks ;  all,  the  work  of  the  superin- 
tendent. Dr.  C.  W.  Bennett. 

The  first  essential  element  in  any  school  is  a  warm  reliable  public  sentiment 
in  its  favor.     Cooperation  is  an  important  factor  in  school  management. 

That  the  schools  of  Springfield  township  are  advancing  beyond  other  town- 
ship systems  is  because  the  people  take  an  honest  pride  in  these  schools. 

The  schools  are  carefully  organized,  with  teachers'  meetings  held  frequently 
to  lay  out  work  and  to  study  methods.  Next  to  the  careful  selection  of  the 
teacher  is  the  organization  and  classification  of  the  school. 

The  advantages  of  a  course  of  study  are  manifold.  It  aids  a  teacher  to 
economize  time,  to  form  a  program,  to  arrange  for  uniform  examinations,  and 
to  stimulate  pupils  to  attain  a  thorough  knowledge  of  the  branches  they  pursue 
and  to  pass  the  various  grades  with  credit. 

School  management  in  the  township  is  reaching  satisfactory  ends  in  a  more 
uniform  attendance  and  a  better  degree  of  punctuality. 

The  course  of  study  provides  for  five  grades,  each,  after  the  first,  requiring 
two  years.     It  includes  drawing  and  music. 

At  the  request  of  the  writer  Mr.  A.  B.  Graham,  Superintendent  of  Spring- 
field township,  Clarke  county,  contributed  a  picture  of  another  township,  seen 
from  the  educational  point  of  view. 

During  the  four  years  and  three  months  I  was  with  Springfield  township 
there  were  twelve  members  of  the  board  of  education  ;  a  few  of  these  represented 
the  long  ago,  the  rest  stood  for  progress. 


EDUCATIONAL  HISTORY  OF  OHIO  207 

There  were  nineteen  teachers,  and  a  teachers'  meeting  was  held  on  the  third 
Saturday  of  each  month.  At  these  meetings  educational  topics  nearest  to  our 
work  were  discussed,  and  some  of  the  standard  texts  were  studied.  Each  of 
the  twelve  school  lihraries  contained  the  books  needed. 

The  examinations  of  pupils  were  held  twice  a  year.  Each  pupil  had  been 
given  a  monthly  estimate  of  his  work.  At  the  close  of  the  year  each  pupil  was 
placed  where  the  combined  best  judgment  of  his  teacher  and  myself  directed, 
the  question  being,  where  would  he  do  the  most  for  himself? 

My  time  was  given  wholly  to  supervision.  I  was  in  each  room  about  twice 
each  month.  These  visits  were  not  announced.  Much  use  was  made  of  the 
mimeograph  in  preparing  matter  for  the  teachers  which  had  been  suggested  by 
what  I  saw  and  heard  on  my  rounds.  A  summarized  report  of  the  school  was 
made  to  each  family  of  the  township  at  the  close  of  each  month. 

For  two  years  pupils  in  two  of  our  smallest  schools  were  transported  in 
very  comfortable  wagons,  constructed  on  purpose  for  such  work,  which  were 
owned  by  the  township.  Each  wagon  had  sufficient  capacity  for  twenty  children. 
The  number  in  each  building  to  which  they  were  transported  so  increased  that 
the  old  way  was  returned  to.  There  is,  however,  a  growing  sentiment  against 
supporting  the  very  smallest  schools. 

During  the  past  two  years  clubs  in  elementary  agriculture  have  been  organ- 
ized. I  was  not  aware  of  the  fact  at  the  time  of  organization,  February,  1903, 
that  this  was  the  first  work  of  its  kind  ever  done  in  Ohio.  In  this  club  there 
were  seventy-five  boys  and  girls.  The  boys  began  by  experimenting  to  determine 
which  of  four  kinds  of  corn  was  the  best,  and  under  what  conditions  it  was  best. 
The  girls  have  been  trying  to  determine  what  garden  vegetables  are  best  adapted 
to  their  soils.  Both  boys  and  girls  are  learning  the  names  and  habits  of  common 
field  plants  and  insects.  Some  work  has  been  done  on  plant  foods  and  soil 
formation.  Soils  have  been  tested  to  determine  whether  or  not  there  is  acid  or 
alkali.     The  work  of  clover  in  restoring  nitrogen  to  the  soil  has  been  taken  up. 

In  beautifying  school  grounds  and  homes  a  great  deal  has  been  done.  On 
the  twelve  school  grounds  nearly  two  thousand  tulips,  hyacinths  and  daffodils 
have  been  planted.  These  presented  a  beautiful  sight  last  spring.  Over  two 
hundred  snowball  bushes,  lilacs,  japonicas,  sweet  clove,  roses  (bush  and  climb- 
ing), and  a  few  other  hardy  shrubs  have  been  planted.  About  seventy-five  trees 
have  been  set  out. 

Last  spring  over  forty-five  hundred  hardy  roses,  geraniums,  ferns,  chrys- 
anthemums and  pansies  were  sold  in  the  schools  for  improving  the  home  yards. 
This  fall  I  have  already  distributed  about  two  thousand  bulbs  — •  tulips,  hyacinths, 
daffodils,  narcissus  and  Chinese  sacred  lilies  —  for  planting  at  home. 

Each  building  has  at  least  eight  beautiful  pictures,  handsomely  framed.  No 
school  but  one  or  two  is  without  an  organ. 

Each  house  has  a  library  of  two  hundred  books  in  a  pretty  case.  There  are 
over  one  thousand  circulating  supplementary  texts  on  reading,  history,  geog- 
raphy and  arithmetic,  beside  what  is  in  each  library.  The  school  libraries  are 
all  alike,  not  only  in  number,  but  in  titles.  The  required  books  of  the  Ohio 
Pupils'  Reading  Circle  are  in  each  case. 


2o8  EDUCATIONAL  HISTORY  OF  OHIO 

A  full  set  of  dry  and  liquid  measures  is  to  be  found  in  each  school.  A 
weekly  newspaper  is  subscribed  for  by  the  board  for  each  school.  The  Path- 
finder gives  us  a  special  nine  month  school  subscription. 

For  this  year  a  series  of  evening  lectures  has  been  arranged  to  be  paid  for 
out  of  the  public  funds. 

-  The  corn,  maps  of  gardens,  collections  of  insects,  different  varieties  of  soils, 
colored  lithographs  of  common  birds,  mounted  specimens  of  field  plants  and 
common  woods  were  exhibited  at  a  mid-winter  Farmers'  Institute,  where  our 
boys  were  represented  on  the  program.  One  boy  fifteen  years  old  read  a  paper 
on  Corn ;  one  fourteen  years  old  read  a  paper  on  the  Economic  Value  of  Birds. 

Our  libraries  not  only  contain  something  for  the  boys  and  girls,  but  some- 
thing for  their  fathers  and  mothers  and  the  older  brothers  and  sisters. 

Night  meetings  are  held  at  the  schoolhouses  to  discuss  subjects  of  general 
interest ;  also  union  closing  exercises  and  township  commencements  to  bring 
people  to  one  place  that  they  may  become  a  unit  in  interest. 

We  have  had  three  educational  excursions  to  try  to  push  back  the  horizon 
a  little.  Three  years  ago  we  went  to  the  State  University  and  spent  a  day ; 
last  year  about  fifty  of  our  pupils  (seventh  and  eighth  grades)  were  taken  to 
the  Capitol  to  see  the  legislature  in  its  work.  The  Supreme  Court  was  looked 
in  upon.  A  visit  was  made  to  each  of  the  jirincipal  offices,  and  the  principal 
things  done  there  were  explained  to  the  young  visitors.  The  State  Library  and 
the  relic  room  were  visited,  of  course.  Last  Friday  seventy-five  visited  the 
National  Cash  Register  at  Dayton,  where  many  new  things  were  learned,  espe- 
cially about  beautifying  homes  with  flowers  and  shrubbery. 

A  music  teacher  has  been  employed,  and  drawing  has  recently  been  placed 
in  the  schools  for  an  exercise  once  a  week. 

Four  years  ago  five  pupils  from  Springfield  township  were  in  the  Spring- 
field High  School  (Springfield  is  in  the  center  of  the  township).  To-day  there 
are  twenty-six  attending  this  High  School. 

We  have  now  a  scale  of  wages  ranging  from  $45  to  $60  —  $45  for  a  begin- 
ner ;  one  year's  experience,  $50 ;  two,  $55 ;  three  or  more,  $60  per  month.  The 
music  teacher  is  paid  $55  per  month  for  three  days  each  week. 

The  work  which,  I  trust,  in  no  vein  of  undue  egotism,  has  been  here  de- 
scribed, proceeded  gradually  and,  with  the  steady  support  of  the  Board  of  Edu- 
cation, easily ;  and  one  would  think  it  possible  very  generally  among  the  town- 
ships of  Ohio  to  repeat  its  essential  features. 

A  step  forward  in  township  organization  was  taken  when  what  is  known 
as  the  Workman  law  was  passed ;  not  the  long  stride  the  school  men  would  have 
had  taken,  but  still  one  of  sensible  length  for  the  legislators,  held  back  by  the 
clog  of  an  undue  sensitiveness  to  the  claims  of  home  rule,  or,  speaking  largely, 
the  autonomy  of  the  sub-district. 

Instead   of   three   directors,    whose   clerks   with   the   townshij)   clerk   should 

constitute  the  board  of  education,  each  township  still  divided  into  sub-districts 

—  that  is,  the  great  mass  of  the  townships  —  had  a  board  comprising  the  town- 

I  ship  clerk  and  one  director  from  each  sub-district.     It  can  not  be  said  that  this 

|l  director  took  the  full  place  of  the  three  whom  he  supplanted,  for  it  was  not  the 


¥ 


EDUCATIONAL  HISTORY  OF  OHIO  209 

intention  that  he  should  choose  th.e  teacher  for  his  school.  In  jjractice,  no  doubt, 
the  custom  tended  that  way. 

The  township  board  under  this  law  is  a  full-fledged  board  of  education. 
The  law  went  into  eflfect  in  April,  1893.  The  opposition  said  it  was  taking  away 
the  people's  divine  right  of  managing  their  own  affairs :  that  in  causing  a 
uniformity  of  wages  it  would  bring  about  a  reduction  of  wages,  none  too  high 
at  the  highest ;  that  it  would  lead  to  superintendents,  grading  and  central  schools 
of  a  higher  grade.  Its  friends  said  that,  barring  the  reduction  of  wages,  they 
hoped  it  would  have  these  very  effects,  and  the  Commissioner  gave  his  best 
energy  to  learning  what  the  results  of  the  law  were,  in  every  direction,  and 
behind  that  breastwork  made  a  sturdy  defense. 

Another  Sabbath  day's  journey  along  the  road  which  had  been  traversed 
by  the  cities  and  towns  was  traveled  in  1892.  It  was  called  the  Boxwell  law. 
Its  gist  was  an  exainination,  conducted  by  the  county  board  of  examiners,  to 
•which  might  come  pupils  from  the  sub-districts  and  the  special  districts.  It 
was  to  be  "of  such  a  character  as  shall  enable  the  successful  applicants  to  enter 
any  high  school  in  the  county,"  or,  rather,  as  shall  test  their  qualifications  therefor. 

To  call  public  attention  to  the  results  and  thereby  stinuilate  other  pupils  to 
better  effort  a  township  commencement  was  devised,  at  which  the  pupils  who 
had  "passed"  the  examination  read  essays  or  spoke  declamations,  and  listened 
to  an  "annual  address  provided  by  the  board  of  county  examiners,"  and  then 
received  diplomas.  With  the  usual  tenderness  the  law  permitted  the  board  of 
education  of  a  township  from  which  a  given  pupil  bearing  off  his  diploma  came, 
to  pay  his  tuition  at  the  high  school. 

The  chief  good  aimed  at  by  those  who  framed  these  laws  was,  of  course, 
to  systematize,  and  therefore  make  more  efficient  the  rural  schools.  The  latter, 
at  both  extremities,  was  permissive ;  "each  board  of  examiners  shall  have  power," 
as  well  as  "the  tuition  of  such  applicant  may  be  paid."  Some  boards  of  examiners 
are  leaders  of  the  car  of  progress,  others  are  an  effective  clog  upon  its  wheels. 
But,  through  thick  and  thin,  something  good  came  of  it,  and  in  1896  it  was 
reported  that  since  the  act  was  declared  in  force  the  number  of  applicants  for 
these  diplomas,  by  the  route  of  a  longer  attendance  at  school  and  a  closer  atten- 
tion to  study,  was  21,568,  and  11,341  of  these  were  successful.  There  seems  to 
"be  no  record  of  the  number  who  clambered  on  up  into  the  high  schools. 

In  1898  there  was  a  new  invention^  a  "sub-director."  Two  sub-directors 
were  elected  in  each  sub-district,  and  these,  with  the  board  member  representing 
the  given  sub-district,  had  for  their  ofiice  the  election  of  their  teacher,  but  such 
election,  to  be  valid,  must  be  confirmed  by  the  board  of  education. 

In  1904,  in  the  general  codification  of  the  school  laws,  the  township  district 
was  established,  nearly  of  the  fashion  long  hoped  for.  The  power  to  suspend 
or  abolish  one  or  all  of  the  sub-districts,  providing  conveyance  of  the  pupils 
when  necessary  to  one  or  more  central  schools :  "When  transportation  of  pupils 
is  provided  for  the  conveyance  must  pass  within  at  least  (at  farthest?)  the  dis- 
tance of  one-half  mile  from  the  respective  residence  of  all  pupils,  except  when 
such  residences  are  situated  more  than  one-half  of  a  mile  from  the  public  road ; 


210  EDUCATIONAL  HISTORY  OF  OHIO 

but  boards  of  education  shall  not  be  required  to  provide  transportation  for  pupils 
living  less  than  one-half  of  a  mile  from  the  schoolhouse." 

This  appears  a  reasonable  solution  of  the  matter  of  the  doing  away  with 
the  very  small  schools  in  one  township,  of  the  complete  centralization  of  the 
schools  in  another. 

But  the  sub-district  is  "recognized"  in  all  township  districts  the  schools  of 
which  were  not  centralized  at  the  time  of  the  passage  of  this  act,  for  in  each 
such  bit  of  territory  "one  competent  person"  "to  be  styled  director"  shall  be 
elected.  He  takes  charge  of  the  school  property,  has  an  eye  to  needed  repairs, 
provides  fuel  —  reporting  the  cost  thereof  to  the  board  of  education  —  and  last, 
he  takes  the  school  enumeration. 

The  working  of  this  code  is,  of  course,  mainly  a  thing  of  the  future,  but 
before  it  was  enacted  progress  was  slowly  making  in  the  lines  it  is  intended  to 
foster. 

That  the  current  is  flowing  is  shown  by  two  statements.  The  first  is  from 
the  Commissioner's  report  for  1902 :  "Reports  filed  in  the  office  indicate  that 
forty-five  townships  are  at  present  centralized,  in  the  following  counties."  The 
counties  are  named.  Most  of  them  are  in  the  northern  half  of  the  State.  A 
paper  published  in  November,  1904,  Educational  Monthly,  gives  the  names  and 
the  field  of  operations  of  two  hundred  thirty-two  township  superintendents. 


CHAPTER  XVIII 


GRADED   SCHOOLS  — (I) 


GRADED   SCHOOLS— (I) 


II''  the  gentle  reader  has  ever  taught  school  he  might  go,  in  fancy,  into 
a  room  where  are  collected  from  40  to  50  children,  varying  in  age  from 
six  minus  to  sixteen  plus ;  the  youngest  in  possession  of  no  ability  to 
interpret  in  the  light  of  anything  they  know  a  printed  or  written  word ;  the 
oldest,  with  ambitions  reaching  toward  higher  arithmetic,  history,  grammar,  and 
possibly  Latin  and  algebra.  The  teacher,  for  this  is  to  be  a  school,  may  give 
attention,  severally,  to  all  these  youth.  Each  of  those  who  can  read  a  little  must 
have  a  bit  of  geography ;  others  must  add  grammar :  all  must  have  si>elling  and 
arithmetic,  'i'hese  are  the  intermediates,  so  to  name  them,  there  are,  besides, 
the  oldest  and  the  youngest,  with  their  individual  needs.  The  time  of  the  unfor- 
tunate teacher  must  be  divided  daily  into  from  one  to  two  hundred  parts  to  give 
this  individual  instruction.  To  avoid  doing  the  impossible,  he  searches  diligently 
into  the  mental  status  of  each,  and  finds  that  they  may  1j€  aggregated  into  groups 
of  somewhat  near  the  same  attainments,  and  a  certain  lesson  may  be  given  to  a 
number  at  a  time  more  readily  and  commonly  with  more  life  and  success  than 
when  the  game  is  solitaire.  Acting  with  tact  and  diligence,  the  master,  after  a 
time,  has  wrought  a  change  and  his  time  is  now  divided  into  twenty  to  thirty 
parts.  He  has  classified  his  school,  and  in  such  conditions  as  these  young  people 
beyond  number  have  acquired  the  rudiments  of  education ;  thousands  have  had 
an  impulse  toward  knowledge  and  culture,  whose  result  was  educated  men  and 
women. 

Hut  suppose  that  only  a  short  walk  from  this  school  there  is  a  similar  one, 
and  the  privilege  is  granted  to  teachers  to  exchange  pupils.  It  is  easily  seen, 
without  detailing  the  story,  that  one  teacher  relieved  from  the  pupils  studying 
grammar,  higher  arithmetic  and  so  on  could  take  in  their  places  the  other  teacher's 
pupils  in  the  two  R's  and  breakinor  ground  upon  the  third,  without  any  class  being 
unduly  large,  and  greatly  reducing  the  number  of  her  classes  —  consequently, 
more  time  to  a  class. 

Will  the  unprofessional  teacher  bring  into  reach  two  more,  and  two 
more,  such  schools,  and  let  this  process  of  exchange  continue?  Not  all  good 
things  will  attend  it,  but  the  work  of  each  teacher  is  now  to  be  done  within 
limits  possible  to  reach ;  and  if  there  is  an  art  of  dealing  with  the  beginner,  she 
has  a  chance  to  add  to  her  innate  abilities,  and  thereby  to  her  skill  as  a  teacher, 
by  learning  it.  .-Xnd  so,  varying  somewhat  in  the  quality  of  it,  it  will  be  with 
each  year's  work  and  the  teacher  thereof.  But,  as  it  has  been  intimated  before, 
in  these  pages,  human  nature  is  always  to  be  reckoned  with,  and  the  above 
process  would  not  properly  work  itself  out  if  left  to  the  independent  action  of 
the  eight  teachers.  It  must  not  be  eight  schools,  but  one  school,  one  "Union 
School,"  with  one  superior ;  and  there  will  be  certain  advantages  come  from  it 
if  the  entire  school  is  gathered  into  one  house ;  but  whether  it  be  in  one,  two, 


214  EDUCATIONAL  HISTORY  OF  OHIO 

or  eight,  it  is  a  graded  school;  and  this  name  it  would  properly  bear  if,  instead  of 
reaching  eight  in  its  evolution,  it  should  stop  at  six,  or  five,  or  four. 

The  "superior  power"  may  have  a  name  selected  by  the  taste  of  the  period, 
as  interpreted  by  the  law-makers.  It  is  board  of  education,  directors,  trustees, 
town  council.  As  an  accredited  agent  of  the  board  in  the  school  one  of  the 
teachers  is  selected.  He  or  she  may  be  called  principal.  If  the  thing  described 
may  come  to  pass  in  the  one-half  of  a  town,  so  may  it  in  the  other  half;  or,  for 
example,  let  there  be  three  or  five,  for  the  luck  that  lurks  in  odd  numbers. 

It  would  be  no  cause  for  wonder  if  there  were  a  few  pupils  in'  the  highest 
class  in  each  of  those  school  houses  who  would  be  glad  of  an  opportunity  to 
continue  their  book  education  beyond  the  goal  fixed  years  before  by  the  board. 
This  excellent  thought  may  have  been  planted  by  one  of  the  teachers,  a  real 
teacher,  and  it  may,  like  the  strawberry,  have  sent  out  runners  —  or  some  citizen 
of  knowledge  and  culture  may  have  dropped  the  blessed  seed. 

But  the  cost  would  probably  hinder  the  placing  of  a  teacher  for  this  work 
in  each  building.  The  same  plan  pursued  before  brings  all  the  pupils  of  this 
mind  into  one  place,  and  lo!  a  high  school;  at  least,  a  higher  school.  If  the 
town  or  city  grow  in  population  there  comes  an  assistant  to  the  high  school,  and 
another,  and  another;  and  after  a  while  a  teacher  has  but  one  line  of  work  and 
is  budding  into  a  specialist,  with  the  advantages  and  the  setbacks  which  grow 
out  of  it. 

While  this  general  evolving  was  in  progress  the  number  of  those  divisions 
of  the  town  and  of  the  school  has  increased,  the  general  scope  of  instruction  is 
much  wider,  the  need  of  some  one  who  is  an  expert  in  these  complex  matters 
is  more  urgent,  the  board  of  education  are  not  experts,  nor  have  they  commonly 
the  time  or  the  inclination  to  devote  their  lives  to  gratuitous  service,  and  from 
this  predicament  a  superintendent  frees  them,  or  is  expected  so  to  do. 

This  is  the  short  and  easy  "theory" — it  is  the  plain,  unvarnished  truth  —  but 
it  comes  a  whole  lifetime  from  being  the  whole  truth.  An  etfort  will  follow  to 
expand  it  by  giving  the  "practice." 

In  whose  mind,  or  in  what  city,  town  or  country  district  the  notion  first 
found  favor  practically  to  take  hold  of  the  grading  problem  and  work  it  out 
will  not,  for  the  most  excellent  of  reasons,  be  affirmed  in  these  pages.  That  there 
was  a  school  system  in  Cincinnati  at  a  very  early  date  is  one  of  those  things 
which  give  a  grateful  footing  to  the  traveler  through  the  course  of  human  events, 
a  fact.  Dissatisfied  with  the  possibilities  of  the  general  school  law  of  1825,  the 
friends  of  education,  at  a  time  when  amendments  were  making  to  the  city  char- 
ter, took  advantage  of  the  opportunity  and  secured  the  passage  of  a  statute, 
1829,  which,  gave  the  schools  of  the  city  of  Cincinnati  an  independent  organiza- 
tion which  empowered  the  City  Council  to  levy  special  taxes  for  building  school- 
houses  and  supporting  schools.  Something  of  more  force  than  the  law  alluded 
to  was  needed :  "Not  only  vyere  the  schools  opposed  by  the  heavy  tax-payers 
and  the  proprietors  of  private  academies,  but  they  were  neglected  by  the  people 
for  whose  benefit  they  were  set  on  foot,  upon  the  ground  that  they  were  'charity' 
or  'poor'  schools." 


EDUCATIONAL  HISTORY   OF  OHIO  215 

But  the  special  statute  did  not  make  straight  the  path  for  the  oncoming 
pride  of  Cincinnati.  The  trustees  could  call,  not  spirits  from  the  vasty  deep,  but 
sufficient  funds  from  the  City  Council,  and  Hotspur's  doubting  question  would 
be  apt.  And  it  is  recorded  that  even  so  late  as  183 1  some  of  the  schools  were 
in  the  basements  of  houses,  amid  stagnant  water,  and  subject  to  all  the  incon- 
veniences of  a  disregard  of  all  the  most  vital  principles  of  hygiene.  And  further, 
that  from  1829  to  1832  very  little  attention  was  paid  to  the  common  schools  of 
the  city,  and  it  was  feared  that  the  public  had  lost  all  interest  in  regard  to  them, 
even  though,  that  all  life  and  gayety  might  not  desert  "the  civic  inauguration 
of  the  march  of  education,"  "the  keen  compilers  of  educational  manuals  perceived 
their  chance,  and  a  war  of  spelling  books  and  dictionaries  and  geographies  arose." 
It  does  not  greatly  surprise  the  reader  to  learn  that  in  1836,  while  two  thousand 
four  hundred  pupils  were  assembled  in  daily  attendance,  under  the  instruction 
of  forty-three  teachers,  "no  uniformity  of  grading  or  classification  had  yet  been 
reached."  But  these  clouds  about  the  sunrise  passed  off  and  full  confident  day 
broke. 

As  has  been  elsewhere  noted,  the  law  of  1838  permitted  the  division  of  an 
incorporated  town,  city  or  borough  into  sub-districts,  these,  it  is  to  be  inferred, 
to  remain  in  charge  of  the  original  directors  who  make  the  division,  and  their 
successors.  "And  they  may  establish  schools  of  different  grades."  and  so  follow- 
ing. The  trustees  of  the  townships,  with  the  consent  of  the  school  directors  of 
the  town  district,  may  attach  to  it  adjacent  territory.  This  is  a  graded  school  in 
embryo. 

In  the  Akron  law  of  1847,  it  will  be  remembered,  it  was  made  the  duty  of 
the  board  to  establish  six  or  more  primary  schools  and  a  central  grammar  school ; 
and  the  law  of  1849  made  it  the  duty  of  the  board  of  education  of  any  district 
to  which  the  act  applied,  in  case  the  electors  of  the  district  should  by  vote  adopt 
the  act,  to  establish  an  adequate  number  of  schools  for  the  teaching  of  the  rudi- 
ments, and  its  further  duty  to  establish  a  suitable  number  of  other  schools  of  a 
higher  grade  or  grades,  and  it  was  left  with  the  board  to  decide  what  branches 
shall  be  taught  in  each  and  all  of  said  schools. 

Graded  schools  were  thus  made  optional  in  incorporated  cities  and  towns, 
and  in  any  incorporated  village,  which,  with  the  territory  annexed  for  school 
purposes,  contained  at  least  two  hundred  inhabitants,  provided  that  some  special 
law  was  not  already  in  force. 

By  the  general  law  of  1853  township  boards  of  education  were  empowered 
to  establish  central  or  high  schools  under  their  immediate  charge ;  and  the  board 
of  education  in  any  city  or  incorporated  village  was  given  the  same  powers  that 
were  conferred  upon  township  boards ;  that  is,  the  right  to  organize  graded  and 
high  schools  was  conferred  upon  each  of  these  boards  without  resort  to  an 
election  by  the  people.  Other  boards  were  left  to  the  special  laws  under  which 
they  were  organized. 

The  general  act  of  1873  annulled  all  previous  laws  except  the  one  of  the  color 
line,  and  authorized  any  board  of  education  to  establish  "one  or  more  schools 
of  higher  grade  than  the  primary  schools."  It  sanctions  also  the  appointment  of 
a  superintendent  and  assistant  superintendents  of  the  schools.    It  should  be  noted 


2i6  EDUCATIONAL  HISTORY  OF  OHIO 

that  neither  the  law  of  1849  "or  any  general  law  under  which  separate  districts 
were  organized,  contained  any  provision  expressly  authorizing  the  employment 
of  superintendents  or  supervisinQ-  principals.  Many  boards  of  education  employed 
them  because  supervision  is  believed  to  be  one  of  the  essential  conditions  of 
success  in  any  enterprise  which  calls  for  the  concentred  labor  of  many  hands 
or  of  many  minds. 

There  is  solid  legal  ground,  therefore,  for  a  board  of  education  to  stand 
on  while  it  builds  its  system  of  schools,  elementary,  higher  and  high,  and  places 
over  them  a  Superintendent ;  or,  if  this  work  is  ab  origiue,  it  were  well  to  take 
the  last  named  step  first. 

The  growth  of  the  township  schools  from  one  to  another  of  these  several 
stations  has  been  treated  elsewhere.  The  cities  and  towns  followed  the  lead 
of  Akron,  and  in  1851  about  seventy  had  established  free  graded  schools,  most 
of  them  by  the  adoption  of  the  law  of  1849.  This  was  a  portion  of  the  gospel 
preached  by  Lorin  Andrews  and  other  educational  evangelists,  and  their  reports 
contain  many  notes  of  triumph  over  additions  to  the  growing  list.  In  the  chapter 
on  Early  Schools  there  are  at  least  a  few  examples  instanced  of  schools  out- 
growing their  nonage  and  putting  on  the  toga. 

It  would  be  impracticable,  even  were  it  demanded  by  the  conditions  the  writer 
is  endeavoring  to  meet,  to  trace  this  growth  from  city  to  city,  but  a  little  local 
color  again  may  enliven  a  very  plain  tale. 

1.  The  place  is  Eaton;  the  time,  1859;  the  law,  that  of  1849;  the  superin- 
tendent, David  M.  Morrow,  grandson  of  an  Ohio  governor;  an  additional  build- 
ing needed  and  a  tantalizing  prospect  of  one  in  the  mind's  eye  of  the  superin- 
tendent, who  was  directed  by  the  board  of  education  "to  devote  two  days  of  each 
month  for  the  purposa  of  classification,"  and  who  found  it,  by  his  own  admission, 
productive  of  "nuich  weariness  of  the  flesh ;"  course  of  study,  the  common 
branches  "and  a  few  of  the  higher."  The  highest  department  was  growing  into 
a  high  school  from  1S50  to  1872 ;  at  the  latttr  date  it  was  fully  recognized  as  such. 
In  the  progress  of  the  .system  a  permanent  snpcriiitcndency  was  attained  in  1867. 
Previous  to  this  time,  though  generally  entitled  su]X"rintendent,  the  principal 
teacher  gave  the  greater  portion  of  bis  school  hours  to  teaching. 

2.  "In  the  winter  of  i85o-"5i  the  Elyria  Union  School  started  on  its  career 
by  securing  the  services  of  Jason  B.  Canfield  as  superintendent,  at  a  salary  of 
$30  per  month,  with  two  female  assistants,  with  a  comjjensation  of  $4  per  week. 
This  is  a  steady  little  sidelight  upon  the  picture  of  a  superintendent  a  half- 
century  ago.  No  scale  is  available  to  weigh  or  :neasure  the  man,  but  the  salary 
had  a  healthy  growth  and  in  twenty-three  years  reached  $2,000.  There  is  nothing 
to  show  whether  the  distinction  was  continued  between  "salary"  and  "compen- 
sation." The  graded  school  and  the  high  school  were  evolved  duly  and  sue 
cessfully. 

3.  The  town  of  fronton  took  a  vote  upon  the  adoption  of  tlie  law  of  1849 
within  the  two  years  after  the  passage  of  the  law ;  thirty-seven  yeas,  one  nay. 
The  new  board  of  education  appointed  Charles  Kingbury  "principal,"  which 
position  he  held  and  fully  filled  till  1865.     At  his  death,  soon  after  the  close  of 


EDUCATIONAL  HISTORY   OF   OHIO  217 

his  career  in  the  schools,  the  citizens  gave  their  appreciation  of  his  service  the 
material  form  of  a  handsome  monument. 

He  had  competent  successors  in  charge  of  the  schools.  At  one  time  in  the 
history  of  the  high  school  the  experiment  of  doing  without  a  principal  was  tried, 
the  superintendent  taking  over,  to,  some  extent,  a  principal's  duties.  The  issue 
was  not  satisfactory. 

One  function  of  a  superintendent  —  and  of  a  teacher  —  was  early  appre- 
hended. Among  the  first  resolutions  put  on  record  by  the  board  was  one 
requiring  the  teachers  "to  spend  a  portion  of  each  Saturday  together  to  compare 
methods  of  teaching,  and  coun.icl  with  each  other  and  the  superintendent  as  to 
their  work."     Experience  improved  the  plan,  but  it  was  good  to  begin. 

4.  The  record  runs  that  about  this  time — 1868 — Mr.  Ephraim  Miller, 
who  had  taken  charge  of  the  Findlay  schools  in  i860;  had  devoted  his  time  to 
teaching  in  the  high  school,  giving  very  little  to  supervision  ;  "made  the  first 
attempt  at  a  system  of  grading,  which  consisted  of  a  course  of  study  below  the 
high  school  extending  through  seven  years.  '  It  thus  appears  that  there  is  no 
method  of  forecasting  in  what  order  the  three  stages  of  progress  named  so 
frequently  will  appear. —  which  is  the  blade,  which  is  the  ear,  and  which  the  full 
corn.  A  touch  not  before  given  this  picture  is  added  by  the  following :  A  super- 
intendent "began  by  giving  all  the  schools  a  thorough  examination  to  determine 
the  exact  degree  of  advancement  of  each  pupil.  He  fovmd  that  a  great  many 
pupils  were  in  grades  for  which  they  were  totally  unfitted,  but  he  put  each  one 
where  he  belonged,  notwithstanding  what  he  or  she  might  think  of  it.  Wounded 
pride  naturally  played  its  part  in  creating  dissatisfaction,  but  gradually  parents 
and  pupils  fell  in  with  the  new  regime  and  accepted  the  situation."  Of  sterner 
stufiF  there  is  none  for  Ambition  to  be  made  of. 

At  a  date  not  given,  a  number  of  pupils  in  the  high  school  who  were  pur- 
suing the  common  branches  as  a  preparation  for  teaching  them  were  organized 
into  a  Normal  department,  and  here  is  seen  another  thread  in  the  woof  of  a 
graded  school.  This  normal  class,  however,  was  soon  merged  into  the  A  gram- 
mar grade,  where,  in  addition  to  their  review  work,  they  had  special  instruction 
in  orthography,  and  once  a  week  they  heard  the  superintendent  lecture  on  the 
theory  and  practice  of  teaching.  A  consideralile  number  of  teachers  received 
all  their  formal  training  in  this  department. 

5.  The  schools  of  Ripley  were  first  graded  in  the  fall  of  1853,  and  the 
assigning  of  ])upils  to  the  ])articular  grades  for  which  they  were  qualified  instilled 
such  life  and  energy  into  the  schools  that  the  attendance  was  more  than  doubled 
the  first  year.  One  brief  chapter  of  experience  would  make  the  union  graded 
school  system  popular  even  if  it  stood  alone.  This  year  demonstrated  the  fact 
that  a  union  school  could  be  conducted  with  half  the  expense  of  an  unclassified 
school.  Just  how  so  heavy  a  reduction  of  outlay  was  brought  about  is  not  tola, 
but  the  general  voice  said  that  the  change  was  attended  by  two  good  things, 
efficiency  and  true  economy.  The  superintendent  was  undoubtedly  a  man  of 
rare  ability  as  an  executive,  but  after  serving  this  people  one  and  one-half  years 
he  resigned.  The  record  looks  into  the  troubled  future  and  concludes:  "He 
afterwards  became  famous  during  the  war  as  a  quarter-master." 

ff  OF  THE     "^^ 

■     '"'IVERSITY 

OF 


2l8  EDUCATIONAL  HISTORY  OF  OHIO 


This  relation  would  not  be  complete  without  showing  what  it  might  enter 
into  the  heart  of  man  to  conceive  of  as  a  course  of  study  for  a  high  school.  For 
brevity's  sake  only  the  last  two  years  are  given : 

Third  Year:  Solid  Geometry,  Cjesar,  Chemistry,  Rhetoric,  Plane  and  Spher- 
ical Trignometry,  Greek,  Mensuration,  Surveying,  Virgil,  Logic,  Astronom>, 
Meteorology. 

Fourth  Year:  Analytical  Geometry,  Virgil,  Geology,  Xenophon's  Anabasis, 
Differential  Calculus,  Integral  Calculus,  Livy,  Moral  Science,  Political  Economy, 
Mental  Philosophy,  Evidences  of  Christianity,  Butler's  Analogy,  Conchology. 

Vocal  Music,  Composition  and  Declamation  throughout  the  whole  course. 

How  times  have  come  about !  After  the  colleges  of  the  State  were  officially 
visited  perhaps  the  graduates  of  some  of  them  were  admitted  to  this  course  on 
their  diplomas.  The  historian  of  1876,  casting  a  retrospective  eye  upon  the  list 
here  given,  with  the  two  years  that  led  the  way,  remarked:  "It  will  be  observed 
that  the  persons  who  devised  and  adopted  the  above  curriculum  had  high  hopes 
for  the  Union  Schools.  *  *  *  i,^  several  respects  it  is  much  more  extensive 
than  our  present  curriculum."  The  writer  of  this  admission  speaks  a  truth  of 
general  apjjlication,  and  his  saying  it  will  suffice  for  the  State :  "The  Conuiience- 
ment  exercises  are  always  a  season  of  delight,  not  only  to  the  pupils,  but  also 
to  the  citizens  generally.  The  spacious  hall  is  always  crowded  to  overflowing 
with  the  best  people  of  the  town  to  do  honor  to  the  occasion." 

6.  Something  of  another  tint  is  furnished  in  this,  bearing  date  1851  :  "The 
school  under  the  supervision  of  Mr.  George  L.  Mills,  known  as  'School  District 
No.  3,'  in  the  town  of  Mansfield,  is  still  in  a  healthy  and  prosperous  condition. 
It  is  organized  in  four  departments,  in  regular  gradation,  from  the  primary  to 
the  high  school ;  the  principal  of  the  highest  department  having  the  supervision 
of  the  school."  Here  is  gradation,  topped  out  by  a  high  school  where  Greek, 
Latin,  algebra,  geometry,  chemistry,  botany  and  other  branches  were  taught,  pre- 
ceding "Union;"  and,  what  appears  like  the  meeting  of  extremes,  it  was  still 
in  the  semi-subscription  epoch :  "During  the  winter  term,  while  the  school  was 
sustained  wholly  by  public  funds,  the  number  enrolled  was  233.  In  the  summer 
term  the  school  was  supported  by  tuition  bills,  and  the  number  of  pupils  was  113. 
The  other  schools  were  well  reported,  three  of  them  having  each  a  male  principal 
and  a  female  assistant.  The  tale  of  sub-districts  in  the  town  was,  therefore,  five 
at  least.  They  were  unified  in  1853  under  the  act  of  1853,  according  to  the  table 
of  graded  schools  in  the  report  of  the  Secretary  of  State. 

This  report  gives  statistics  of  fifty-two  Union  Schools.  Cincinnati  is  not 
included,  though  the  schools  were  united  under  one  board,  had  a  high  school 
—  the  Central  —  under  a  special  act  of  1846,  and  a  superintendent,  Nathan  Guil- 
ford, elected  by  the  board  of  visitors,  under  a  special  law.  Canton  is  not  named, 
though  the  schools  were  organized  under  the  act  of  1849,  ^"^1  were  graded  and 
in  charge  of  their  first  superintendent,  but  the  high  school  was  vet  in  the  future, 
1854.  ■ 

In  Commissioner  Barney's  report  for  1854  there  is  material  for  an  interesting 
section  in  this  chapter.  The  City  Council  of  Cleveland  had  passed  an  ordinance 
to  amend  former  ordinances  for  the  better  regulation  of  the  public  schools  of  the 


EDUCATIONAL   HISTORY   OF   OHIO  219 

city.  Its  authority  in  the  premises  was  a  special  act  of  1838.  The  general  law 
of  that  year  was  evidently  not  broad  and  liberal  enough,  and  this  was  not  the 
last  legislation  which  this  municipality  sought  in  the  same  spirit. 

The  ordinance  above  created  a  board  of  education  in  place  of  the  board  of 
managers ;  conferred  upon  the  secretary  of  the  board  the  duties  and  powers  for- 
merly exercised  by  the  acting  manager,  and  provided  for  the  appointment  of  a 
superintendent  of  instruction  and  a  board  of  visitors. 

This  last  named  body  is  an  excellent  addition  to  a  city  school  system.  The 
writer  was  connected  with  the  public  schools  of  the  city  of  Natchez,  Miss.,  a 
few  years  subsequent  to  the  time  of  these  events  in  Cleveland.  The  city  system 
was  complete  in  every  part,  as  those  things  are  now  conceived  of,  except  kinder- 
gartens and  a  normal  class.  The  board  of  visitors  stood  for  the  public.  At  its 
head,  some  gentleman  noted  for  culture,  sense  and  executive  power.  Every  class 
and  every  school-room  was  examined  by  a  committee  of  this  board,  and  a  printed 
report  was  made  to  the  public,  that  paid  the  taxes.  The  Cleveland  visitors  were 
credited  with  discharging  their  duties  with  commendable  fidelity.  Dr.  E.  E. 
White  speaks  somewhere  with  satisfaction  of  having  taught  in  Cleveland  under 
the  inspection  of  such  a  committee.  There  is  a  ])inch  of  pedagogy  in  the  board's 
report.  It  speaks  of  the  n'ord  method  of  teaching  beginners  to  read  as  "used 
with  good  success,"  but,  cautiously,  "as  it  is  yet  with  us  an  experiment,  we  care 
not  to  give  it  our  unqualified  approval." 

This  first  board  appointed  Andrew  Freese  A.  M.  Superintendent.  His  first 
account  of  the  things  needing  cure  and  the  remedies  applied  suggest  very  clearly 
the  function  of  a  superintendent  of  schools.  A  few  sentences  fitly  spoken :  "The 
most  effectual  means  used  to  diminish  tardiness  were  of  that  class  which  stim- 
ulates to  voluntary  well  doing." —  A  report  lies  in  sight  wherein  the  reporter 
says :  "We  have  no  tardiness.  We  lock  the  door." —  "We  should  certainly  have 
some  less  use  for  the  jail,  which  has  been  pronounced  an  'ornament  to  the  city,' 
were  the  schoolhouscs  equal  to  it  in  appearance  and  as  well  adapted  to  their  use. 
A  noble  and  elegant  schoolhouse  is,  in  itself,  a  perpetual  teacher."  "A  child 
placed  in  the  way  of  performing  one  good  and  virtuous  act  is  benefitted  far  more 
than  he  would  be  by  listening  to  many  lectures  involving  the  principle." 

In  the  preceding  pages  there  is  an  exhibit  representing  the  rise  and  progress 
of  the  graded  school  in  Ohio ;  the  permissive  legislation  that  blazed  the  trees, — 
or,  as  that  figure  is  obsolescent,  so  far  from  the  pioneers, —  that  went  before 
with  beckoning  hand ;  the  rapidly  increasing  spread  of  the  idea  in  cities  and 
towns  after  the  educational  revival,  and  its  slow  march  into  the  townships.  In 
the  latter  its  triumph  is  a  thing  of  promise ;  in  the  former  the  graded  school  is 
so  nearly  universal  that  it  is  a  fair  inference  that  the  given  city  district  or  village 
district  contains  such  a  school,  though  in  their  bodying  forth  of  the  true  ideal, 
there  are  many  stages  of  approximation. 

But  in  virtually  all  the  larger  districts  the  schools  are  graded,  and  there  is 
a  high  school,  and  in  charge  of  all  is  a  "teacher,"  as  the  latest  law  denominates 
or  dignifies  him,  though  known  to  the  reports  by  that  elastic  title,  "superinten- 
dent," and  among  the  local  i)ublic  by  that  very  foolish  one,  "professor." 


220  EDUCATIONAL  HISTORY  OF  OHIO 


An  attcm])t  will  be  made  to  show  in  outline  the  present  day  graded  school 
with  at  least  a  part  of  the  things  suggested  by  the  term  ])ut  not  yet  named  in 
this  chapter,  which  will  now  give  its  conclusion  weight  with  a  liberal  taking  on 
of  figures,  not  of  speech,  though  they  often  talk,  and  loudly,  "but  the  ten  Arab 
signs." 

The  report  of  the  School  Commissioner  for  1903  presents  the  number  of 
city  districts,  71;  village  and  special,  1,050;  township,  1,133;  subdivisions  in 
township  districts,   1 1, 016. 

Number  of  school  houses:  Townshi]5  districts,  elementary,  10,964;  high, 
110;  separate  districts,  elementary,   1,825;  'i'rIi-  ^^'^■ 

Total  value  of  school  property,  $50,006,648. 

Total  number  of  teachers,  24,081. 

Total  enrollment  of  pupils,  829,620. 

Number  of  persons  attending  colleges  and  universities 8.555 

Pupils  enrolled  in  private  schools 34,288 

State  institutions    4,488 

Schools  for  deaf  children  —  common  schools 654 

Total   877,605 

Number  of  high  schools  — 

Township  districts    165 

Sejiarate  districts    621 

Number  of  superintendents  giving  one-half  or  more  of  their  time  to  supervision — 
Township  districts    33 

Average  cost  of  tuition  per  pupil  on  the  total  enrollment  — 
Township  districts  — 

Elementary    $8  89 

High 20  98 

Separate  districts  — 

Elementary $10  33 

High 21  61 


CHAPTER  XIX 


GRADED   SCHOOLS  — (2) 


GRADED   SCHOOLS  — (2) 


CHE  logical  result,  the  capsheaf  of  a  system  of  efficient  graded  schools,  is 
the  high  school.  The  argument  of  Judge  Pillars,  given  in  the  chapter 
entitled  "Supervision  —  the  Commissioners,"  is  an  interesting  and  con- 
vincing discussion  of  the  duplex  proposition.  It  leads  to  the  conclusion  that  a 
public  high  school  in  Ohio  would  once  have  been  an  illegal  institution,  but  that 
a  basis  of  law  was  built  under  it,  by  the  school  legislation  of  1853,  firm  enough 
to  bear  a  structure  as  high  as  the  people  of  the  district  wish  to  build  it. 

For  a  number  of  years,  the  debate  ran  on  over  the  legality,  and  likewise  over 
the  expediency,  of  such  a  grade. 

The  State  Commissioner  whose  term  had  recently  expired  had  taken  up  a 
decidedly  adverse  position  upon  the  second  point :  a  position,  the  successful  de- 
fence of  which  would  be  very  injurious  to  the  high  school,  if  not  fatal.  It  would 
be  an  ill  which  could  not  be  cured  by  statute  as  the  other  could ;  or,  at  worst, 
by  a  constitutional  amendment. 

The  Commissioner  had  affirmed  that,  "the  high  school  does  not  offer  a 
liberal  education  to  the  poor.  To  the  poor  the  high  school  is  like  the  fountain 
of  Tantalus,  a  mirage  that  mocks  their  thirst.  *  *  *  It  is  a  doubtful  good 
when  the  high  school  educates  beyond  the  condition  of  any  who  receive  its  in- 
struction.    *     *     * 

Three-fifths  of  those  persons  who  graduate  from  the  high  schools  of  the 
State  are  girls.  They  may  make  better  wives,  mothers,  shop-girls  or  teachers 
because  of  their  high  school  attendance,  but  this  is  questionable." 

One  claim  often  urged  by  those  who  denied  the  efficiency  of  the  high  schools 
of  the  State  was  based  upon  what  appeared  in  their  ciphering  the  exceedingly 
small  percentage  of  pupils  who  reach  the  high  school. 

It  is  surely  matter  of  regret  that  so  many  boys  and  girls  do  not  continue  the 
school  course  beyond  the  primary  grades,  but  the  public  were  asked  to  compare 
the  number  of  graduates  in  a  given  year  with  the  entire  enrollment  of  the  school, 
instead  of  with  one-twelfth  of  that  number ;  likewise  to  estimate  the  worth  of  a 
high  school  by  the  number  of  graduates. 

The  dispute  drew  out  many  speeches,  resolutions,  articles,  and  reports,  but 
probably  no  school  was  disbanded  and  probably  no  school  was  established,  on 
account  of  it.  Environment  reaches  in  a  molding  hand  to  the  fashioning  of 
one's  opinion  upon  this  question,  as  ujxjn  every  other.  The  personal  equation 
did  not  restrict  its  influence  to  one  side.  The  father  of  one  or  two  sons  or 
daughters  teaching  in  a  high  school,  or  pupils  therein,  his  desire  for  the  well 
doing  of  his  children  very  great,  and  his  yearly  tax  very  small,  might  form  a 
perfectly  unbiased  opinion  on  the  subject,  as  a  rare  triumph  of  the  judicial  spirit. 

The  storm  blew  over,  or  calmed  down,  and  the  high  school,  with  the  faults 
it  inherits  and  those  it  acquires,  —  its  strong  tendency  to  rely  on  the  sy.stem  and 


224  EDUCATIONAL   HISTORY   OF   OHIO 

method  which  characterize  a  well  regulated  institution  to  the  discouragement 
of  individual  effort  —  often  failing  to  find  the  golden  mean  between  supersystem 
and  chaos  —  its  so  common  exaggeration  at  the  present  day  of  miscalled  physical 
culture  in  the  shape  of  violent  and  almost  brutal  games ;  its  acme  of  absurdity 
in  boys'  and  girls'  secret  societies ;  is  entrenched  more  strongly  than  ever  in 
the  people's  love. 

A  notion,  as  incorrect  as  it  is  common  is  that  Ohio,  as  a  State  supports  the 
prevailing  system  of  high  schools.  The  interest  on  the  irreducible  fund  and  the 
avails  from  the  State  tax  will  not  support  even  a  system  of  primary  schools. 
The  report  for  1903  shows  that  the  people  as  a  unit,  bound  so  to  do  by  contracts 
entered  into  with  the  large  number  of  smaller  peoples,  the  school  districts,  taxed 
themselves  $2,108,186.70  for  the  support  of  schools,  while  these  "smaller  peoples," 
the  local  districts,  taxed  themselves,  in  the  aggregate,  $13,045,507.38.  The  large 
unit  establishes  the  system,  sets  a  good  example  by  making  a  liberal  contribution, 
and  legalizes  the  action  of  the  districts  in  following  her  example  interpreted 
largely.  It  is  not  some  great  Abstraction  that  does  things,  large  and  small,  but 
the  people.  They,  past  and  present,  are  the  State.  They  in  the  long  run,  are 
wise,  and  generous,  and  dignified,  and  far-seeing:  their  servants  often  "play 
fantastic  tricks'"  in  the  name  of  government. 

SCHOOLS   FOR  THE  DEAF 

A  humane  addition  to  the  school  system  of  Ohio  in  the  recent  years  is  a 
law  providmg  for  the  instruction  of  the  deaf  in  the  day  schools,  in  an  apartment 
to  themselves  and  under  a  trained  teacher.  In  the  Commissioner's  report  for 
1902  there  is  an  account  of  an  inspection  of  these  schools,  of  which  there  are 
several  in  the  cities,  by  the  Superintendent  of  the  Institution  for  the  Deaf,  a 
function  to  which  he  had  been  very  properly  invited  by  Mr.  Bonebrake. 

COMPULSORY    ATTENDANCE 

Seventy  years  ago  a  book  was  published  in  New  York  with  "The  District 
School"  for  a  title.  A  chapter  on  that  very  old,  forever  new  theme.  Parental 
Duty,  has  for  its  motto  a  quotation  from  one  of  the  British  Quarterlies :  "If 
children  provided  their  own  education,  and  could  be  sensible  of  its  importance 
to  their  happiness,  it  would  be  a  -a'ant,  and  might  be  left  to  the  natural  demand 
and  supply ;  but  as  it  is  provided  by  the  parents,  and  paid  for  by  those  who  do 
not  profit  by  its  results,  it  is  a  duty,  and  is  therefore  liable  to  be  neglected." 

To  the  separate  phrases  of  this  motto  one  can  scarcely  agree  but  this  unde- 
niable statement  can  be  picked  from  it.  The  duty  of  educating  the  youth  of  the 
State  can  not  be  apprehended  by  the  youth,  is  not  apprehended  by  a  very  large 
number  of  parents,  and  must  not  be  slighted  off  by  the  people  as  a  whole.  The 
first  law  of  Nature  forbids,  and  history  pointed  out  an  example  to  follow.  Pro- 
fessor Stovv's  classic  report,  "classic"  in  its  delightful  style,  says  that  "at  this 
early  period — 1700 — seminaries  were  established  c.vf^rcsslv  for  the  education 
of  teachers,  and  laws  were  enacted,  obliging  parents  to  send  their  children  to 


EDUCATIONAL  HISTORY  OF  OHIO 


225 


school.     Similar  laws  had  been  in  force  among  the  Puritans  of  New  England, 
even  before  that  period." 

In  the  office  of  the  Superintendent  of  Schools  in  a  given  city  —  unless  he 
have  graduated  into  one  of  his  own  —  sits  at  his  desk,  when  not  on  his  daily 
round  in  the  "highways  and  byways  to  compel  them  to  come  in,"  a  truant  officer. 

His  addition  to  the  ''staff"  follows  from  the  needs,  chiefly,  of  the  cities, 
and  his  duties  may  be  touched  upon  here. 

The  notion  was  of  slow  growth  in  Ohio,  that  of  compulsion,  of  securing 
the  attendance  at  school  of  a  child  by  means  of  a  penalty  hung  over  the  parent ; 
and  wlien  tliat  fails,  of  a  stronger  hand  laid  upon  the  truant  and  his  commit- 
ment to  a  narrower  field  for  his  deviations.  It  seemed  once  to  be  an  entering 
of  the  parental  "castle"  with  a  rude  im|)erious  summons,  or  worse,  on  a  meddle- 
some errand.  "If  reasons  for  our  boy's  not  attending  school  were  as  plenty  as 
blackberries,  we  would  not  give  one  on  compulsion.  Reading  and  writing  may 
not  come  by  Nature,  but  a  father's  rights  do." 

The  memory  of  man  readily  runneth  back  a  few  decades  to  a  time  when 
prominent  educators  spoke  out  stoutly  against  compulsion,  but  it  came,  mildly 
at  first,  with  no  terrors  for  anyone,  with  loopholes  for  all  sorts  and  sizes. 

Rut  the  public's  large  and  solicitous  eye  looked  with  concern  at  the  little 
children,  robbed  of  their  birth-right  by  carelessness,  weakness,  or  greed,  toiling 
in  the  shops.  It  regarded  with  a  rising  and  righteous  anger  the  steady  growth 
of  the  ranks  of  the  enemies  of  the  republic,  recruited  from  the  young  "incor- 
rigibles." 

The  organizations  of  skilled  workmen  had  their  part  in  the  above,  and  in 
addition  thereto  demanded  legislation  that  would  keep  children  out  of  the  line 
of  competition. 

The  heavy  taxpayer  could  justly  deny  the  right  of  the  State  to  demand  his 
money  to  pay  for  the  education  of  the  youth  of  the  State  and  not  be  equally 
imperative  in  its  invitation  to  the  youth  of  the  State  to  come  and  be  educated. 
It  looked  like  obtaining  money  under  a  false  pretence. 

.And.  as  was  announced,  the  truant  officer  came.  He  bears  a  commission, 
the  length  of  which  prevents  quoting,  but  he  is  clothed  with  police  powers ;  he 
can  serve  warrants,  enter  workshops  and  factories  to  obtain  information  which 
he  may  need  in  the  enforcing  of  the  law ;  he  is  authorized  "to  take  into  custody 
the  person  of  any  youth  between  eight  and  fourteen  years  of  age,  or  between 
eight  and  sixteen  years  of  age  when  not  regularly  employed  or  when  unable  to 
read  and  write  the  English  language,  who  is  not  attending  school."  He  must 
institute  proceedings  against  any  one  violating  the  law  on  this  subject.  He 
receives  reports  from  teachers,  goes  to  the  homes  of  absentee  pupils  to  inquire 
as  to  the  cause  of  absence  and  to  warn  delinquent  parents,  and,  if  the  case  calls 
for  it  must  make  complaint  m  a  competent  court  wherein  the  said  delinquent 
may  be  fined,  but  if  the  parent  prove  himself  unable  to  control  the  boy,  the 
truant  officer  must  make  complaint  that  said  boy  is  a  "juvenile  disorderly  per- 
son," and  i)erhaps  accompany  him  to  a  children's  home  or  an  industrial  school. 
The  truant  officer  must  look  into  cases  where  absence  from  school  is  probably 


226  EDUCATIONAL   HISTORY   OF   OHIO 

the  result  of  inabilitv  on  the  ]3art  of  the  parent  to  support  tlie  child  and  send 
him  to  school,  and  he  must:  report  tlie  case  to  the  authorities  for  relief. 

These  are  not  all  of  the  duties  of  a  truant  officer.  He  has  use  for  all  the 
qualities,  physical  and  temperamental,  that  become  a  man.  Whether  or  not 
he  has  the  equipment,  is  determined  by  trial.  The  law  demands  that  the  teacher 
who  reported  the  "ca.^e"  should  have  a  certificate  of  qualification. 

The  question  whether  the  compulse -v  law  of  1889,  amended  1890,  virtually 
the  same  as  the  sections  in  the  present  code,  be  constitutional  has  been  before 
the  Supreme  Court  of  Ohio,  and  has  been  answered  in  the  affirmative. 

Attention  has  been  asked  to  the  head  manager  of  the  schools,  and  enough 
has  been  said  and  suggested  about  his  duties,  his  authority,  and  what  manner  of 
man  he  must  be ;  to  the  meaning  of  the  high  school,  its  legal  foundation ;  to  be 
inferred  is  the  essentiality  to  the  success  of  such  a  school  of  the  principal  with 
his  natural  gifts  and  graces,  his  comprehensive  accjuirements,  his  opportunities; 
to  that  more  recent  ally,  the  embodied  connecting  link  between  the  unwilling 
boy  and  the  place  where  he  belongs ;  between  the  impotent  or  the  indigent  parent 
and  his  source  of  relief. 

Some  of  the  questions  asked  and  answered,  satisfactorily  or  otherwise,  may 
be  merely  stated  iii  passing :  whether  the  main  purpose  of  a  high  school  be  to  fit 
3-oung  people  for  college ;  whether  it  is  well  to  multiply  courses  of  study  or  can 
one  be  so  wisely  selected  that  it  will  be  best  for  all:  is  there  an  equivalent  for 
Greek ;  is  it  better  to  have  recess ;  is  the  manual  training  school  to  become  a 
fixed  and  general  part  of  the  system,  and  so  on  with  matters  of  greater  moment 
and  of  less. 

The  matter  of  examinations:  how  they  should  be  conducted,  if  had  at  all, 
and  what  are  the  objects,  has  long  been  on  the  anvil  and  admits  o*  unlimited 
hammering.  It  is  not  permanently  shaped.  Thirty-five  years  ago,  in  a  resolu- 
tion brought  forward  b\  one  of  the  sanest  of  schoolmasters.  Dr.  Eli  T.  Tappan, 
the  State  Teachers'  Association  spoke  its  mind :  "That  periodical  examinations 
of  pupils  are  useful  and  important  as  an  incentive  to  study  and  as  a  means  of 
showing  both  pupil  and  teacher  the  former's  progress  and  relative  standmg :  and 
the  tabulated  result  of  such  examinations  should  be  the  chief  but  not  the  only 
basis  of  promotion  to  higher  classes  and  grades :  the  pupil's  previous  deport- 
ment, efforts,  and  other  circumstances  being  also  duly  considered." 

Whether  the  same  body  would  give  this  pedagogic  utterance  a  unanimous 
vote  of  approval  at  the  present  day  may  be  doubted,  but  its  having  done  so  is 
a  fact  of  history,  and  it  might  do  it  again :    "history  repeats." 

Pertinent  to  the  body  of  high  school  doctrine  was  a  high  and  mighty  exam- 
ination, by  letter,  of  the  leading  school  men  during  the  consulate  of  Commissioner 
Smvth.  The  probe  applied  was  of  this  form:  "Would  it  not  be  better  greatly 
to  reduce  the  number  of  studies  and  recitations  for  each  day,  and  give  time  for 
longer  and  more  carefully  prepared  lessons  in  the  branches  selected  for  a  given 
time  or   term  ?" 

This  question  was  addressed  to  a  number  of  gentlemen,  twenty-five  of 
whom  responded,  and  their  replies  range  from  ready  acceptance  to  prompt 
rejection.      Dr.    Smvth,    however,    placed    them    into    three    classes:     those    that 


EDUCATIONAL   HISTORY   OF   OHIO 


warmly  favor  a  radical  change,  greatly  recluciiig  the  numl)cr  of  leading  daily 
studies ;  those  admitting  the  desirableness  of  a  limited  change  in  that  direction ; 
those  opposed  to  any  change.  In  the  first  class  were  16;  in  the  second,  6;  in 
the  third.  4.  It  is  interesting,  among  the  sixteen,  to  find  W.  D.  Henkle,  E.  H. 
Faircliild,  I.  J.  x\llen,  D.  F.  De  Wolf:  among  the  six,  Edwin  Regal,  John  Han- 
cock. R.  W.  Stevenson;  the  four.  Lyman  Harding,  Eli  T.  Tappan,  I.  P.  Hole, 
I.  W.  Andrews.  These  names  in  tlie  report,  all  have  some  title  afiixed  but 
their  wearers  all  outgrew  them.  It  may  be  noted  that  there  is  a  superintend- 
ent of  the  Cincinnati  schools,  past,  prospective,  or  present  in  each  class  —  Allen, 
Hancock,  Harding.  For  the  novelty  of  it,  let  a  brief  quotation  from  each 
represent  his  position  and  his  class. 

1.  "Every  teacher  knows  the  many  and  vexatious  difficulties  in  the  wav  of 
securing  full  concentration  of  the  juvenile  mind  upon  prescribed  lessons.  Has 
the  teacher  ever  considered  that  the  course  pursued  of  presenting  lessons  in  the 
various  leading  studies  in  rapid  succession  is  the  very  cause  of  this  dispersion 
of  thought  that  gives  him  such  vexation  and  discouragement?  Mental  power 
can  never  be  ix)werfully  applied  without  concentration  of  its  forces.  That  con- 
centration can  never  be  secured  without  discipline,  training  to  that  end.  Such 
discipline  is,  therefore,  among  the  highest  purposes  of  juvenile  education.  Those 
high  ]nirposes  cannot  be  achieved  without  faithful  compliance  with  intellectual 
law ;  and  that  law  is  violated  by  demanding  of  the  imdisciplined  mind  of  child- 
hood concentration  of  thought  upon  a  rapidly  changing  series  of  subjects." 

2.  "Since  no  one  can  read  even  the  most  interesting  book  for  a  whole  day 
without  a  certain  sense  of  fatigue,  would  not  the  minds  of  children,  if  confined 
to  a  single  study,  tire,  and  thus  lose  all  the  advantages  of  a  close  and  pleased 
attention?  In  attempting  to  give  depth  to  the  stream  of  knowledge  bv  this 
means,  is  there  not  a  possibility  of  contracting  it  within  a  very  narrow  channel? 
*  *  '•'  The  solution  of  this  and  all  other  educational  problems  must  be.  in 
a  great  measure,  determined  by  experience.  The  blind  conservatism  that  rejects 
a  thing  because  it  is  new,  is  neither  wise  nor  profitable ;  and  it  might  be  worth 
while  to  test  the  innovation  under  discussion,  by  an  experiment  sufficiently  exten- 
sive finally  to  settle  its  worth." 

3.  "I  regard  schools  as  intellectual  gymnasia.  Now  in  physical  exercise, 
it  is  deemed  necessary  to  develop  the  whole  frame,  and  for  that  end  a  great 
variety  of  exercises  is  introduced,  calling  into  play  every  part  of  tlie  body.  To 
select  a  single  exercise  and  continue  it,  until  the  pupil  is  fully  developed  in  that 
particular  part  of  the  body,  would  be  as  wise  as  to  select  a  single  study,  occupy 
the  time  and  attention  of  the  pupil  with  that,  until  he  is  thoroughly  master  of  it. 
Besides,  by  a  variety  of  studies,  within  the  proper  limits,  the  interest  of  the 
pupil  is  awakened  and  kept  alive." 

This  disagreement  of  the  doctors  left  the  people  large  freedom. 

It  may  aid  the  writer's  plan,  and  add  something  to  the  general  reader's 
conception  of  a  system  of  city  schools  in  its  most  evolved  and  complete  form,  to 
tear  a  leaf  here  and  there  from  the  "sources"  in  situ,  and  place  them  here,  as 
the  geologist  breaks  off  and  brings  home  his  specimens. 


228  EDUCATIONAL   HISTORY   OF  OHIO 

While  the  high  school  was  settling  into  a  firm  architectural  upper  story  to 
the  school  system,  the  kindergarten  was  quietly  building  below.  The  following 
brief  exposition  is  from  the  latest  manual  of  the  Cleveland  schools : 

The  Kindergarten  programme,  following  the  ideas  of  Frobel's  Mother  Play  Book, 
is  based  upon  the  seasonal  year  and  upon  man's  activities.  These  ideas  are  grouped 
about  the  child's  direct  interests  as  reflected  in  the  community  life  that  surrounds  him. 
So,  as  a  starting  point,  the  family  idea  first  claims  the  child's  thought  as,  when  he  enters 
the  Kindergarten,  it  is  his  nearest  point  of  contact.  The  family  thought  is  presented  in 
its  universal  aspect.  Beginning  with  his  own  family  the  child  is  led  to  group  into  families 
the  world  of  men  and  nature,  so  he  grasps  the  idea  of  organic  life  and  the  community 
life  about  him.  By  learning  of  the  bird  family  as  well  as  of  the  human  family,  he  feels 
his  kinship  with  life  in  many  forms  and  so,  through  picture,  song,  story,  game.  Gift 
and   Occupation   these   impressions  are  made  vivid   and  clear. 

The  world  of  labor  is  next  presented  to  the  child  through  the  ideas  of  agriculture 
and  the  trades  as  found  in  the  avocations  of  the  farmer,  the  baker,  the  carpenter,  the 
blacksmith  and  the  shoemaker.  By  picture,  story,  song,  game  and  handwork  the  child 
reflects  in  his   play  these  typical   activities. 

The  child's  relation  to  the  state  and  civic  life  is  ne.xt  shown  in  the  patriotic  games 
and  songs  indicated  by  the  "Mother  Play  of  the  Knights,"  which  presents  the  idea  of 
chivalry  to  the  child  embodied  in  poetic  form.  This  idea  is  illustrated  in  the  patriotic 
observance    of    Washington's    birthday   and    the    stories    told    of   brave    heroes    everywhere. 

From  the  child's  relation  to  the  state,  his  next  progression  is  found  in  his  introduction 
to  the  world  universal  where,  through  the  forces  of  nature,  the  earth,  the  water,  the 
light,  he  is  led  to  recognize  the  idea  of  the  creative  power  back  of  all  outward  inanifestation 
and  so  the  thought  of  the  Fatherhood  of  God  is  reached  through  a  series  of  steps  which, 
presented  in  simple  form,  help  the  child  to  find  himself  in  his  life  relation  with  nature 
and  man. 

So  in  his  play  is  he  a  world-builder,  and,  as  Frobel  believed,  that  the  life  of  the  child 
follows  in  parallel  lines  the  life  of  the  race,  childhood  thus  reproduces,  through  creative 
play,   the  race  progress. 

Such  a  manual  as  this  is  an  illustration  of  the  growth  of  ])ublic  school  edu- 
cation in  Ohio,  with  its  courses  of  study  of  all  the  grades,  from  the  Kinder- 
garten just  left,  to  and  through  the  Normal  School,  and  including  a  course  of 
manual  training :  and  its  syllabus,  running  with  the  grades,  is  a  practical  treatise, 
a  body  of  field  notes,  on  the  science  and  art  of  teaching. 

For  an  illustration  of  the  method  of  a  syllabus  in  directing  the  study  of 
reading,' the  line  of  school  work  in  which  the  most  remarkable  progress  in  all  the 
best  schools  has  been  made  in  recent  years  from  the  stagnation  of  the  years  be- 
fore, here  follows  a  page  from  the  Cincinnati  Manual.  It  is  for  the  eighth 
grade.  Spelling,  grammar,  language  and  composition  are  included  with  read- 
ing under  the  general  hearl  of  English. 

READING 

Twenty  selections  from  either  the  Seventh  or  the  Eighth  Reader,  including  the 
Deserted  Village,  Gray's  Elegy,  and  Rip  Van  Winkle.  Omit  in  the  Seventh  Reader  the 
lessons  selected  for  the  Seventh  Grade.  The  supplementary  reading  should  include  Snow- 
Bound,    and  either  Julius  Caesar  or  selections  from   the  Sketch   Book. 

Memorize:  Thanatopsis  (first  and  last  stanzas).  Breathes  there  the  man  with  soul 
60  dead?   Scott.     Thou,   too  sail  on,    O  Ship  of  State!   Longfellow.     The  Chambered  Nau- 


EDUCATIONAL  HISTORY   OF  OHIO  229 

tikis.  Holmes.  What  Constitutes  a  State?  Jones.  Extract  from  Snow- Bound  (ten  or 
fifteen  verses).  Extract  from  Deserted  Village  (ten  or  fifteen  verses).  There  is  a  tide 
in  the  affairs  of   men.    Shakespeare.     Preamble  of  the   Constitution. 

The  following  also  are  recommended:  The  Present  Crisis,  Lowell,  (selected  stanzas). 
The  Quality  of  Mercy,  Shakespeare.  Extract  from  Gray's  Elegy  (two  or  three  stanzas). 
Books,  Venable.  The  Teacher's  Dreain,  to  be  read  at  the  close  of  the  year  to  the  pupils. 
The  Founders  of  Ohio.  The  last  three  poems  and  others,  by  our  own  poet-teacher,  are 
deserving  of  attention. 

In  addition  to  the  above,  some  inspiring  book  on  character  such  as  Smiles'  Self- 
Help.  should  be  read  and  discussed  by  the  pupils  in  morning  exercises  or  in  reading 
periods. 

As  pupils  advance  in  the  grades,  they  read  so  much,  their  voices  become  so  changed, 
and  the  diffidence  of  adolescence  becomes  so  marked,  that  it  is  necessary  to  give  incriasing 
emphasis  to  the  art  of  reading.  Oral  expression  should  have  attention  in  at  least  one 
period  a  week.  The  instructions  on  the  "Principles  of  Good  Reading"  in  the  appendix  to 
the  Reader  should  be  given  consideration  and  should  be  applied  to  the  lessons  selected 
for  drill. 

Four  lessons  for  this  purpose  in  the  Eighth  Reader  are :  The  Charge  of  the  Light 
Brigade,  Herve  Riel,  Waterloo,  Julius  Caesar.  Use  also  Lincoln's  Getty.sburg  Address, 
in  the  Sixth  Reader,   and  selections  for  memorizing. 

First.  The  study  of  such  lessons  should  include  pronunciation  and  meaning  of  new 
words,  the  interpretation  of  the  thought,  the  spirit  or  purpose  of  the  selection  —  leading 
the  pupil  to  understand  and  appreciate  it.  This  will  include  the  paraphrasing  of  the 
lesson  by  the  pupils. 

Second.  The  oral  reading  of  very  short  portions  at  a  time,  in  as  expressive  a 
manner  as  possible,  with  sympathetic  attention  to  those  qualities  of  good  reading  that  arc 
enumerated  in   the  "Principles   of  Good   Reading,"   referred  to  above. 

Third.  The  recitation,  if  only  of  two  sentences,  from  the  front  of  the  room,  with 
special  attention  to  position,  articulation,  and  earnestness.  It  is  difficult  for  the  pupil 
to  keep  his  eyes  upon  his  audience  in  an  easy,  unembarrassed  way,  and  not  seem  self- 
conscious  or  over-confident;  but  if  directness  and  earnestness  are  insisted  upon,  there  will 
soon  be  real  progress.  The  two  extremes  to  be  guarded  against  are  the  self-consciousness 
that  leads  to  artificiality,  and  the  monotony  of  indifference. 

The  habit  of  speaking  directly  to  the  class,  to  their  eyes  as  well  as  their  ears,  frequently 
in  connection  with  the  history,  geography,  and  other  topical  work,  will  do  much  to  secure 
an    interesting   and    pleasant    conversational    manner.     The    reading    should    have    this    aim. 

Exercises  should  be  given  at  each  drill  period  in  deep  breathing  and  vocalization,  — 
exhaling  with  the  vowel  .sounds  in  a  pure  tone  of  voice,  etc.  Give  attention  to  the  culti- 
vation of  a  pleasant  voice,  avoiding  nasality  and  affectation.  The  syllabus  on  Physical 
Training  gives  exercises  in  breathing. 

Energetic  drills  should  be  given  upon  the  consonant  sounds. — giving  fir.st  the  letter, 
then  its  sound,  then  a  word  beginning  with  the  sound,  the  sound  three  or  four  times, 
and  again  the  word.  These  are  intended  to  secure  firmness  and  distinctness  of  enunciation, 
and  should  be  done  with  strong  muscular  effort.  Use  also  sentences  and  rhymes  that  afford 
difficulty  in  articulation,  and  sentences  that  call  for  volume  and  carrying  power:  as,  "For- 
ward, the  Light  Brigade,"  etc. 

If  all  the  above  is  done  in  a  very  simple  and  earnest  manner,  it  will  add  greatly 
to  the  enjoyment  and  profit  of  the  reading  period,  and  will  also  add  to  the  appreciation  of 
the  content  and  spirit  of  the  selections  read.  This  detailed  study  can  not  be  given  to 
many  selections,  but  in  all  the  supplementary  reading  the  work  should  be  done  with  suffi- 
cient leisure  to  secure  both  understanding  and  appreciation  of  what  is  read.  In  the 
reading  of  descriptive  selections,  as  Deserted  Village,  the  Elegy,  and  Snow-Bound,  the 
pupils  should  form  mental  pictures  of  the  scenes  and  describe  them,  and  mental  portraits 
of  the  characters. 


230 


EDUCATIONAL   HISTORY   OF   OHIO 


The  Cincinnati  Teachers"  Institute  has  a  large  number  of  successful  annual 
sessions  behind  it,  and,  in  prospect,  many  more.  Its  financial  basis  is  $400  a 
year,  allowed  by  the  board  of  education,  to  pay  for  instruction,  while  the  salaries 
of  the  teachers  are  paid  as  for  a  week  of  school. 

There  are  three  voluntary  organizations  of  teachers.  The  Cincinnati  Teach- 
ers' Club,  numbering  five  hundred  members,  the  Mathesis,  an  organization  of 
women,  and  the  Schoolmasters*  Club.  Six  hundred  teachers  are  members  of  the 
Ohio  Teachers'  Reading  Circle,  and  large  classes  are  doing  work  under  pro- 
fessors of  the  University  of  Cincinnati.  Things  are  moving  toward  Manual 
Training  and  Kindergartens. 

With  great  propriety  Toledo  may  be  interviewed  upon  manual  training. 
"Toledo  has  been  a  pioneer  in  public  school  manual  training.  Twenty  years  ago 
next  March,  by  resolution  of  the  Common  Council,  a  public  manvial  training 
high  school  was  established  in  Toledo.  Since  that  time  the  department  has  been 
maintained  with  ever  increasing  efficiency,  and  has  been  extended  until  now  it 
provides  for  training  in  expression  along  manual  lines  from  the  time  pupils 
enter  the  kindergarten  at  four  years  of  age  until  they  graduate  from  the  high 
school  fourteen  years  later. 

"All  branches  taught  in  the  elementary  schools  are  classified  into  four  gen- 
eral departments  or  divisions :  language,  civics,  mathematics  and  manual  culture. 
Language  comprises  reading,  spelling,  grammar  and  general  culture.  Civics  in- 
cludes geography,  history  and  civil  government.  Mathematics  includes  arith- 
metic and  algebra.  Manual  culture  includes  manual  training,  music,  drawing, 
writing,  physical  training  and  miscellaneous  exercises.  Therefore  manual  train- 
inb  is  provided  for  in  the  regular  school  program  without  in  any  way  interfer- 
ing with  the  so-called  essential  subjects  or  with  the  subjects  that  are  not  in  the 
same  department  with  it.  On  manual  training  days  there  is  no  work  given  in 
the  other  manual  culture  subjects.     Pupils  take  manual  training  instead. 

"Instruction  in  shopwork  and  cooking  is  given  to  the  seventh  and  eighth 
grade  pupils  in  centers  provided  for  that  purpose.  This  instruction  is  given  to 
the  boys  in  the  carpenter  shops  by  three  men  teachers  and  to  the  girls  in  the 
kitchens  by  three  women  teachers.  Sixty  grammar  schools  have  been  assigned 
to  this  work  for  the  current  school  vear. 


"Probably  no  superiority  over  other  cities  can  be  claimed  for  Toledo's  kin- 
dergarten department,  unless  it  be  the  fact  that  its  advantages  are  oflfered  to  all 
four  and  five  year  old  children  of  the  city  alike.  No  elementary  school  is  with- 
out its  kindergarten,  and,  with  the  exce])tion  of  four  school  districts,  two  sessions 
are  held  dailv,  one  division  attending  in  the  morning,  and  the  other  in  the  after- 
noon. 

*  *  -:<  :!« 

"Manual  training  in  the  first  four  grades  goes  hantl  in  hand  with  the  draw- 
ing, and  is  under  the  superivision  of  the  art  director.     ( )n  one  day  in  each  week 


EDUCATIONAL  HISTORY  OF  OHIO 


231 


the  drawing,  music  and  writing  are  omitted,  and  the  time  usually  given  to  these 
subjects  is  devoted  to  the  manual  training  work. 


"During  the  last  year  in  the  elementary  schools  careful  consideration  is 
given  to  the  classification  of  food  and  its  uses  in  the  body,  cooking  and  baking 
are  undertaken  on  a  more  elaborate  scale,  and  the  canning  and  preserving  of 
vegetables  and  fruits  is  scientifically  pursued.  The  economical  phases  of  house- 
hold duties  are  studied  minutely  and  invalid  cookery  is  introduced. 


"The  manual  training  high  school,  known  as  the  Toledo  University,  oflfers 
four  courses  in  manual  training:  the  mechanics  arts  and  architectural  arts  courses 
for  young  men,  and  the  domestic  science  and  art  courses  for  young  women." 

The  realm  of  nature  is  being  yet  farther  invaded  by  school  gardening.  In 
one  school,  so  the  record  runs,  "flower  beds  were  laid  out,  vines  planted,  lily 
ponds  dug,  and  fifty-nine  window  boxes  made  and  filled."  The  care  of  these 
things  except  in  vacation,  devolved  upon  the  children.  It  would  seem  that 
priceless  results,  not  to  the  fiowers  but  to  the  florists,  would  come  of  it. 

A  glance  at  what  is  doing  more  and  less  in  Ohio  in  the  vital  work  of 
developing  teachers,  so  that  in  the  time  coming  their  art  may  be  more  nearly 
worthy  of  the  material  it  deals  with  and  aims  to  fashion,  will  be  borrowed  from 
the  Columbus  district ;    and  first,  a  general  statement  from  the  superintendent : 

"In  a  list  of  five  hundred  teachers  it  cannot  be  expected  that  all  will  be 
equally  interested  in  their  work  or  show  the  same  professional  zeal.  No  one 
can  fully  understand  the  spirit  that  promps  each,  or  the  personal  difficulties 
with  which  each  must  contend.  We  can  only  speak  of  the  body  as  a  whole. 
There  are  always  some  who  fall  short  of  what  is  expected  of  them  and  others 
who  always  overreach  their  strength ;  the  former  need  prodding,  while  the 
later  need  encouragement  and  restraint. 

"Our  teachers  as  a  body  have  always  shown  a  fine  professional  spirit  and 
are  thoroughly  interested  in  every  good  work  and  word.  This  is  shown  by  their 
organized  eflForts.  Once  a  month  a  volunteer  class  of  from  ninety  to  one  hun- 
dred meets  on  Saturday  mornings  for  instruction  in  art  and  its  development; 
twice  a  month  from  sixty  to  one  hundred  meet  on  Tuesday  evenings  to  study 
education,  literature,  and  science ;  once  a  month  a  joint  session  of  the  county 
and  city  associations  is  held  to  hear  leading  educators  of  the  country ;  once  a 
month  the  principals  meet  of  their  own  accord  to  spend  a  Saturday  morning 
in  the  study  of  their  special  needs ;  once  a  month  the  organized  grade  associa- 
tions meet  for  the  same  purpose.  All  of  these  meetings  are  well  attended  and 
are  separate  and  apart  from  the  regular  and  called  meetings  of  the  Superin- 
tendent and  supervisors.     *     *     * 

"Since  1890  we  have  held  our  City  Institutes  either  in  connection  with 
Franklin  County  alternating  monthly  meetings  with  county  committee.  We  have 
also  considered  the  Central  Ohio  Teachers'  Association  as  a  part  of  our  institute 
and  paid  our  membership  fees  accordingly." 


232  EDUCATIONAL  HISTORY   OF  OHIO 

CONSTITUTION    OF    COLUMBUS    EDUCATIONAL   ASSOCIATION 

Article   I. 

The  name  of  this  Association  shall  be  the  Columbus  Educational  Association. 
Its  object  shall  be  to  furnish  an  opportunity  for  social  intercourse  among  the  teachers 
of  Columbus  and  for  the  discussion  of  educational  topics. 

Article  II. 

The  officers  of  this  Association  shall  be  a  President,  a  Vice-President,  a  Secretary, 
and  a  Treasurer  who  shall  be  elected  annually  by  ballot  at  the  September  meeting,  or 
as  soon  thereafter  as  practicable,  and  shall  perform  the  duties  pertaining  to  their  respective 
offices;  and  an  Executive  Committee  of  six.  exclusive  of  the  President,  who  shall  be  a 
member   ex-officio. 

Article  III. 

The  Executive  Committee  shall  prepare  a  program  of  exercises  for  the  regular 
meetings,   and  shall  carry  into  effect  all  orders  and  resolutions  of  the  Association. 

The  funds  of  the  Association  shall  be  paid  out  by  the  Treasurer  only  on  orders  from 
the  Secretary  of  the  Executive  Committee. 

Article  IV. 

The  regular  meetings  of  this  Association  shall  be  on  the  third  Saturday  of  each 
school   month   unless   otherwise  ordered  by   the    Executive   Committee. 

Article  V. 

.'\ny  person  interested  in  educational  work  may  become  a  memlier  of  this  Association 
by  signing  the  Constitution. 

Article   VI. 

An  annual  tax  may  be  voted  by  three-fifths  of  all  the  members  present  at  any  regular 
meeting,  said  tax  not  to  exceed  fifty  cents  per  annum  for  each  member,  unless  otherwise 
recommended  by  the   Executive  Committee. 

Article  VII. 

This  Constitution  may  be  altered  or  amended  by  two-thirds  of  all  the  members  present 
at  any  regular  meeting,  provided  notice  of  such  intended  alteration  or  amendment  shall 
have  been  given  at  a  preceding  meeting. 

Amendment. 

(Adopted    February    19.    1898.) 

Rcsohcd.     "That    part    of    the    Constitution    and    By-laws    relating    to    the    Executive 

ComiTiittec  be   amended   to  read   as   follows :  —  The   Executive  Coinmittee   shall   consist  of 

the  Superintendent,   ex-officio  chairman,   one  High  School  teaclier.   one  principal,   and  one 

teacher  from  each  of  the  eight  grades." 

COLUMBUS   BRANCH    OF   THE   O.   T.   R.   C. 

During  the  year  1901-02  nine  meeting.s  of  the  Circle  were  held.  At  the  first 
meeting-  for  the  year  i902-'o3,  Mis.s  Sutherland  was  elected  president  and  Miss 
Millar,  secretary. 

Columbus  has  always  furnished  a  fair  and  often  excellent  showing  as  a 
friend  of  the  State  Reading  Circle ;    for  a  long  time  the  only  one  of  the  larger 


EDUCATIONAL   HISTORY   OF   OHIO  233 

cities  that  showed  an  interest  therein.  At  the  present  date  they  all  —  except 
one  —  give  it  substantial  countenance:  large  numbers  of  the  teachers  are  active 
members. 

In  connection  with  the  Columbus  city  schools  there  is  also  a  Mutual  Aid 
Association,  a  Princi])als'  Association,  and  Associations  of  each  of  the  Grades, 
Eighth,  Seventh,  and  Sixth.     The  following  opinion  gives  some  "reasons  why." 

The  strongest  ])oints  that  can  be  presented  in  favor  of  Grade  organization 
are  that  it  lirings  the  teachers  in  closer  touch  with  their  co-workers,  gives  them 
an  opportunity  to  exchange  ideas,  and  tends  to  make  the  work  of  that  particular 
grade  more  uniform  throughout  the  city. 

Some  quotations  are  here  made   from  the  Canton   educational  guidebooks : 

"Pupils  of  the  eighth  grade  are  regularly  promoted  to  the  high  school  upon 
examination  held  under  the  direction  of  the  Superintendent  of  Instruction. 

"Students  graduating  from  the  sub-district  schools  under  the  Patterson 
law  are  entitled  to  admission. 

"A  written  examination  will  be  held  at  the  end  of  each  semester.  This 
examination,  together  with  the  class '  record,   determines  the  pupil's  promotion. 

AMOUNT   OF   WORK 

"Twenty  periods  of  recitation  constitute  a  regular  week's  work,  and  no 
pupil  is  expected  to  deviate  from  this  standard  without  consulting  the  Principal. 
Music,  drawing  and  elocution  may  be  pursued  as  extra  studies,  without  special 
permission.  x  ;,, 

STUDY   HOURS 

"Owing  to  the  nature  of  the  work,  it  is  essential  that  the  pupil  shall  have 
regular  and  uninterrupted  study  periods  at  home,  as  well  as  at  school.  Parents 
are  requested  to  see  that  suitable  hours  are  devoted  to  study  at  home  every 
school  day. 

OUTSIDE   WORK 

"Any  pupil  desiring  to  do  work  out  of  the  regular  classes,  for  the  purpose 
of  obtaining  extra  credit,  should  secure  the  approval  of  the  Principal  in  advance, 
and  no  one  will  receive  credit  for  outside  work  until  he  has  passed  a  satisfactory 
examination,  under  the  supervision  of  the  Principal. 

PREPARATION    FOR    COLLEGE 

"Pupils  desiring  to  prepare  for  college  should  make,  as  early  as  possible,  a 
study  of  the  requirements  for  admission  to  the  college  which  they  expect  to 
enter,  and  should  consult  the  I'rinci])al  in  regard  to  the  selection  of  studies  best 
suited  to  prepare  them  for  the  course  contemplated.  Experience  shows  that 
graduates  of  the  high  school  who  have  done  their  work  carefully  and  thoroughly 
find  little  difficulty  in  maintaining  good  standing  in  college. 


234  EDUCATIONAL  HISTORY   OF   OHIO 

ATHLETICS 

"Clean,  healthful  games  and  physical  exercises  will  be  ehcouraged  and  pro- 
moted, but  no  pupil  who  allows  his  work  to  fall  below  the  required  standard 
will  be  allowed  to  plaj'  on  any  team  organized  in  the  school." 

It  will  be  a  painful  item  of  information  should  the  separator  and  joiner 
of  the  abstractions  of  this  chapter  learn  that  his  purpose  is  mistaken.  It  was 
not  to  present  even  a  partial  history,  or  a  description,  of  the  plan  of  conducting 
the  schools  of  a  few  cities,  but,  with  the  thought  he  has  tried  to  exemplify  else- 
where in  the  book,  to  interest  readers  not  skilled  in  such  matters,  and  make  a 
little  clearer  the  conception  of  the  phrase,  ''a  city-district." 


CHAPTER  XX 


LIBRARIES   AND    EDUCATIONAL    PAPERS 


LIBRARIES   AND    EDUCATIONAL   PAPERS 


"Of  his  gentlenesse, 
Knowing  I  loved  my  books,  he  furnished  me 
]^"rom  mine  own  liijrary  witli  vohnnes  that 
I  prize  above  my  dukedom." 

—  Prospcro,  in  The  Tempest. 

CHE  Hbrary  as  a  collection  of  books  for  a  public,  more  or  less  limited,  west 
of  the  Ohio  river  is  older  than  the  State,  as  there  is  authentic  history 
of  such  a  collection  established  by  Colonel  Israel  Putnam  at  Belpre,  Ohio, 
as  early  as  1795,  and  called  the  Putnam  Family  Liljrary.  It  afterwards  bore 
the  name  of  the  Belpre  Farmers"  Library,  and  later,  the  Belpre  Library. 

The  second  public  library  was  opened  in  Cincinnati,  March  6,  1802,  its 
financial  base  being  the  result  of  the  sale  of  thirty-four  shares  at  $10.00  each, 
Arthur  St.  Clair  being  one  of  the  shareholders. 

In  1878  or  '79  Dr.  Edward  Orton,  Attorney  General  Pillars  and  the  Com- 
missioner of  Common  Schools,  were  selected  to  sit  and  hear  arguments  as  to  the 
priority  of  the  Belpre  Library  or  the  Coonskin  Library.  Their  finding  was 
in  favor  of  the  former.  The  Coonskin  Library,  as  it  appears,  was  organized  in 
1804,  in  Ames  Township,  Athens  County. 

What  these  libraries  meant  to  their  readers  is  pictured  in  the  experience 
of  Amos  Dunham  as  quoted  by  Superintendent  J.  A.  Shawan  in  an  essay  upon 
the  public  library  in  Ohio:  "Says  -Amos  Dunham,  who  built  his  log  cabin  in 
the  woods  ten  miles  south  of  Marietta,  in  1802,  'the  long  winter  evenings  were 
rather  tedious,  and  in  order  to  make  them  pass  more  smoothly,  by  great  exertion 
I  purchased  a  share  in  the  Beljjre  Library,  six  miles  distant.  From  this  I  prom- 
ised myself  much  entertainment,  but  another  obstacle  presented  itself  —  I  had 
no  candles  —  however,  the  woods  afforded  me  plenty  of  pine  knots  and  with 
these  I  made  torches  by  which  I  could  read,  though  I  nearly  spoiled  mv  eyes. 
Many  a  night  have  I  jjassed  in  this  manner  till  twelve  or  one  o'clock  reading 
to  my  wife,  while  she  was  hatchelling,  carding,  or  spinning'." 

The  Coonskin  Library  had  its  name  from  the  medium  of  exchange  with 
which  the  first  supply  of  books  was  purchased.  .\s  an  appreciation  of  it  Thomas 
Ewing  declared:  "It  was  well  selected;  the  library  of  the  Vatican  was  nothing 
to  it,  and  there  never  was  a  library  better  read." 

In  1805  the  first  incorporation  of  a  library  was  recorded  among  the  acts 
of  the  legislature,  the  Dayton  Library  Society,  by  name. 

In  1817  a  general  statute  made  recourse  to  the  legislature  unnecessary,  and 
a  public  record  of  these  library  incorporations  extremely  unlikely. 

A  lover  of  books  and  humanity  would  enjoy  the  exhibition  of  one  of  the 
modes  of  bringing  them  together  as  shown  in  the  beautiful  volume.  Sketches  of 


238  EDUCATIONAL  HISTORY  OF  OHIO 

(Jhio  Libraries,  compiled  by  the  State  Librarian  and  published  by  the  Board  of 
Library  Commissioners. 

Fn  each  of  the  largest  cities  of  the  State  the  public  library  is  really  an 
institution,  and  it  would  require  a  volume  to  describe  it  and  its  modes  of 
operation  and  the  story  of  its  growth  including  the  future  it  hopes  for  even 
if  nothing  be  said  about  the  "house  which  Wisdom  hath  budded  for  it." 

The  book  above  named — 1900  —  gives  a  list  of  one  hundred  and  fortv- 
onc  city  libraries. 

SCHOOL    LIBRARIES 

The  searching  vision  of  Samuel  Lewis  -seemed  to  take  in  the  needs  of  the 
public  school  present  and  prospective.  The  school  system  in  his  mind's  eye, 
in  1838,  is  still  striving  to  realize  itself :  "If  the  State  were  to  furnish  annu- 
ally to  each  township,  a  small  sum  to  be  expended  in  books,  on  condition  that 
the  township  should  provide  a  suitable  place  of  deposit,  and  furnish  a  like  sum, 
it  would  produce  in  a  very  few  years,  excellent  libraries  in  every  township,  and 
probably  lead  to  more  speedy  organization  for  educational  improvement." 

Mr.  Lewis's  temperament  was  too  insistently  sanguine  to  take  notice  of 
certain  traits  in  human  nature,  otherwise  his  conlident  "would  i)roduce,"  and 
his  "excellent"  and  "every,"  would  have  had  some  modifiers.  However,  the 
barest  truth  might  well  have  risked  the  venture  and  felt  no  regret  over  the 
issue. 

One  year  later  Mr.  Lewis  said  that  the  subject  was  one  of  deep  interest 
throughout  the  State  and  that  the  public  appeared  to  expect  some  action  on 
the  part  of  the  legislature. 

When  Samuel  Galloway  was  Secretary  of  State,  after  citing  what  New 
York  had  done  by  her  library  law,  which  was  based  on  the  plan  just  noted,  and 
produced  five  hundred  and  thirty  thousand  dollars  in  five  years,  exclamied : 
"There  is  no  act  of  modern  legislation,  comparable  to  this  in  moral  grandeur. 
It  towers  in  importance,  over  all  her  schemes  for  internal  improvement,  and 
plants  her  upon  a  basis  of  moral  and  intellectual  power  from  which  she  cannot 
be  dislodged.  '^  *  *  Shall  Ohio,  with  her  teeming  resources,  her  rapidly 
expanding  population,  her  giant  strides  in  the  march  of  general  improvement, 
and  her  commanding  position  in  the  confederacy,  be  undistinguisbicd  l)y  the 
success  of  such  a  movement?" 

Hut  a  short  time  before  the  law  of  1853  was  enacted,  and  wi;en  it  may  be 
presumed  some  matters  of  public  interest  were  stirring  in  the  m'nds  of  law- 
makers alwut  to  be,  Henry  W.  King,  Secretary  of  State,  an  ardent  friend  of 
the  library  cause  urged  his  views  upon  the  legislature,  and  along  with  other 
excellent  things  was  this :  "The  eflfect  of  a  well-selected  library,  not  only  upon 
the  children  of  school  age,  but  upon  the  older  classes  of  the  communities  in 
which  they  have  been  established  in  the  State  of  Xew  York,  is  said  by  those 
who  have  had  opportunities  of  observing  it,  to  have  been  truly  astonishing.  In 
neighborhoods  where  books  were  a  luxury  rarely  enjoyed,  and  where  intelli- 
gence was  at  a  very  low  ebb,  the  establishment  of  a  school  district  library  has, 


EDUCATIONAL  HISTORY   OF   OHIO  239 

in  a  few  years,  created  a  taste  for  reading,  and,  ultimately,  changed  entirely 
the  intellectual  character  of  the  whole  community." 

One  fact  stands  out  in  distinct  outline,  that  during  the  interval  between  the 
abolition  of  the  office  of  Superintendent  of  Common  Schools  and  the  creation  of 
that  of  State  Commissioner  there  was  no  lack  of  earnest  and  intelligent  utter- 
ance from  the  department  of  State  upon  living  questions  concerning  public 
education. 

The  code  of  1853  embodied  a  statute  wherein  Ohio  followed  the  wholesome 
lead  of  the  Empire  State  and  of  other  States.  Air.  Lewis  had,  on  his  travels, 
heard  the  people  talking,  at  least  they  had  yielded  acquiescence  to  his  com- 
pelling statements :  and  the  legislature,  during  the  intervening  years,  had  'heard 
the  people  talking,  and  its  replv  was  published.  It  is  out  of  date  since  i860, 
but  like  many  other  things  in  this  book  it  is  good  as  history.  This  law  author- 
ized a  ta.x  of  one-tenth  of  one  mill  on  the  grand  list,  for  the  purchase  and 
sustaining  of  school  liljraries  and  apparatus,  under  the  direction  of  the  Commis- 
sioner of  Common  Schools,  only  he  must  not  purchase  books  of  "sectarian  or 
denominational  character." 

The  funds  which  accrued  from  the  tax  were  paid  over  by  the  county  treas- 
urers to  the  State  treasurer  and  by  him  were  paid  out  for  the  purposes  defined 
on  the  warrant  of  the  State  auditor.  The  books  and  apparatus  were  sent  to  the 
county  auditors  and  by  them  distributed  to  the  clerks  of  the  township  boards 
of  education  to  be  and  to  remain  their  property  but  not  subject  to  "e.xecution, 
sale  or  alienation." 

The  local  board,  in  each  case  made  the  rules  to  regulate  the  use  of  the 
books  and  the  damage  for  abuse  of  the  same,  and  it  was  made  its  duty  to  appoint 
a  librarian,  determine  the  place  of  deposit  with  reference  to  the  best  accommo- 
dation of  the  public,  for  every  family  was  entitled  to  one  book,  whether  or  not 
it  was  represented  by  a  child  in  any  of  the  schools. 

As  soon  as  the  revenues  provided  for  were  in  the  treasury  the  Commissioner 
was  directed  to  e.xpend  the  .same  for  the  purpose  for  which  they  were  raised. 
To  aid  him  in  the  discharge  of  these  extra  duties  the  Commissioner  was  to  have 
the  service  of  the  State  Librarian  as  his  secretary,  this  function  being  added  to 
those  already  assigned  to  the  said  Librarian. 

The  task  that  was  thus  officially  written  down  as  one  of  the  duties  of  the 
new  Commissioner  would  be  enough  "to  fear  the  valiant,"  though  that  valor 
was  the  result  of  a  lifetime's  experience  with  books.  That  would  but  half 
equip  him.  Rut  Mr.  Barney,  whatever  his  feeling,  did  not  take  counsel  of  his 
fears.  In  zeal  for  his  work,  and  skill  in  making  the  parts  of  speech  vividly 
sensible  of  the  fact  that  he  had  something  to  say,  he  was  the  worthy  follower 
of  the  first  and  only  State  Superintendent  of  Common  Schools.  "He  is  fully 
convinced  that  half  the  worth  of  education  is  lost,  unless  it  induces  a  taste  for 
reading.  Merely  to  acquire  the  art  of  reading,  without  the  habit  or  love  of  it, 
is  comparatively  useless,  and  will  soon  cease  to  be  the  means  of  knowledge  or 
of  culture.  On  the  other  hand,  if  it  were  possible  to  suppose  that  the  schools 
of  Ohio  were  struck  down  to  the  first  rude  design,  when  the  pupil  was  taught 
little  more  than  to  read  and  to  write,  it  would  almost  be  a  compensation  for  so 


240  EDUCATIONAL   HISTORY   OF   OHIO 

Sreat   a   misfortune,   if   suitable   collections   of   books    were   accessible  to  youth, 
furnishing  an   impulse  to,  and   reward   of,   self-improvement. 

These  libraries  will  invite  the  youth  of  our  State  to  form  a  taste  for  reading 
at  almost  the  only  period  of  life  when  a  taste  for  reading  can  be  formed.  It 
is  a  cheering  truth  that  the  treasures  of  youth  are  the  stores  of  age.  Old  men 
inform  us  that  when  the  eye  has  become  dim,  and  the  ear  dull,  and  the  memory 
feeble,  and  manhood  almost  a  blank,  the  mind  leaps  the  gulf  of  its  palmy  years, 
and  dwells  with  unutterable  peace  upon  the  delights  and  impressions  of  early 
youth." 

Between  the  years  1853  and  1856  Ohio  placed  within  reach  of  the  youth  of 
the  State,  and  their  parents,  332,579  volumes.  In  1856  and  also  in  1857  the 
tax  for  these  libraries  was  suspended,  each  time  for  one  year,  and  in  i860  the 
school  library  tax   was  repealed. 

There  was  a  wide  difference  of  opinion  among  the  people  as  to  the  merit 
of  the  library  law.  Some  of  its  friends  thought  that  the  distribution  of  the 
books  among  the  f^ul^-districts  instead  of  keeping  them  together  as  a  township 
library  was  bad  policy.  It  was  impossible  to  find  in  each  sub-district  a  suitable 
room,  and  a  suitable  person  to  serve  as  librarian. 

In  response  to  a  circular  sent  out  l)y  Commissioner  Smyth  he  received  some 
advice :  not  to  overlook  the  subject  of  agriculture  in  his  selection  of  books ;  to 
attend  to  having  a  greater  variety ;  to  diminish  the  proportion  of  fiction ;  to 
change  to  the  township  system ;  to  procure  a  set  of  books  "got  up  for  endur- 
ance" ;  "in  the  future  we  want  no  novels,  tales  of  fiction,  love-sick  ditties,  but 
facts,  solid  facts." 

In  1867  a  law  was  passed  for  the  purpose  of  maintaining  and  increasing 
the  school  library  of  city  districts.  It  authorized  the  board  of  education  to  levy, 
annually,  a  tax  of  one-tenth  of  a  mill,  and,  in  1875,  for  the  purpose  of  supply- 
ing their  schools  with  books  other  than  text-books,  and  with  philosophical  instru- 
ments, the  board  was  empowered  to  appropriate  money,  the  amount  depending 
on  the  class  and  grade  of  the  city. 

The  report,  1902,  of  State  Commissioner  of  Schools  gives  the  names  of 
fifty-nine  city  districts  containing  libraries ;  thirty  of  these  with  over  one  thou- 
sand volumes,  five  with  over  ten  thousand.  Neither  Cleveland  nor  Cincinnati 
is  included.  It  names  also  589  villages  and  special  districts  which  contain 
libraries ;    in  each  of  these  are  over  200  volumes. 

THE   STATE   LIBRARY 

The  following  paragraph  from  a  messaoe  of  (iovernor  Worthington's  is  of 
lasting  interest  to  the  people  of  Ohio :  "The  fund  made  subject  to  ray  control 
by  the  last  General  Assembly,  besides  paying  the  ordinary  demands  upon  it, 
and  for  the  articles  mentioned  in  a  resolution  of  the  legislature  of  the  28th  of 
January,  1817,  has  enabled  me  to  purchase  a  small  but  valuable  collection  of 
books,  which  are  intended  as  the  commencement  of  a  library  for  the  State." 

The  next  sentence  is  the  first  line  drawn  in  the  preliminary  sketch  of  a 
State  library,  its  intention,  what  it  should  be  to  body  forth  that  intention :     "In 


EDUCATIONAL  HISTORY   OF   OHIO  241 


the  performance  of  this  act  1  was  guided  by  what  I  conceived  the  best  interests 
of  the  State,  by  placing  within  the  reach  of  the  representatives  of  the  people, 
sucii  information  as  will  aid  them  in  the  discharg;e  of  the  important  duties  they 
are  delegated  to  perform." 

In  this  unstable  world  it  is  cheering  to  come  upon  something  of  which  one 
is,  beyond  a  peradventure,  sure;  as,  for  example,  that  this  collection  of  books 
contained  "no  novel, -talc  of  fiction,  or  love-sick  ditty." 

There  may  be  no  official  utterance  thereon,  but  it  is  forced  upon  one  that 
the  mission  of  a  State  library  in  the  mind  of  a  librarian  of  the  new  century. 
is  of  far  wider  scope  than  the  estimable  Governor's  conception :  to  serve  the 
official  need  of  those  servants  of  the  people  who  do  their  work  at  the  Capitol, 
and,  by  its  example,  to  induce  the  accretion  of  a  library  of  similar  intent  though 
smaller  range  at  each  county  seat ;  to  constitute  a  great  volume  of  State  history 
at  its  very  springs  —  hence,  the  pertinence  and  value  of  files  of  newspapers  and,  ■ 
"the  pity  of  it" !  their  one-time  conversion  into  waste  paper,  in  economical 
imitation  of  Omar's  torch ;  to  be,  in  all  its  diverse  purposes,  a  great  "collection 
of  books"  for  the  people,  for  the  State,  to  do  those  miracles  which  wise  men 
attribute  to  the  magic  of  the  right  book ;  and  as  the  "people"  can  not  come  to 
the  library,  for  the  library  to  go  a  traveling  to  the  people ;  to  be  the  helper  of 
pupil  and  teacher,  and  the  college  of  those  pa])ils  whose  school-going  does  not 
lengthen  beyond  the  primary  grades. 

The  (ieneral  Assembly  assumed  its  responsiliilitv  in  the  matter,  and,  Janu- 
ary 29,  18 1 8,  made  some  rules  for  the  care  and  control  of  the  State  Library. 
The  duties  of  the  librarian  are  written  down,  some  of  which  may  be  of  interest, 
this  one,  rarely  .so :  "The  librarian  shall,  two  days  before  the  termination  of 
every  session  of  the  legislature,  furnish  the  speakers  of  both  Houses  with  a  list 
of  members  who  have  been  delinquent,  particularly  specifying  the  nature  of  the 
delinquencw  *  *  *  that  before  any  senator  or  rejjre.sentative  shall  obtain 
leave  of  absence  for  the  remaining  ]jart  of  the  session,  it  shall  be  the  duty  of 
the  speaker  of  either  House  to  ascertain,  from  the  librarian,  the  state  of  such 
member's  account,  and  in  case  such  senator  or  re])resentative  shall  be  delinquent, 
a  sum  shall  be  retained  to  cover  the  value  of  books  or  sets  of  books  detained, 
and  jjenalties  incurred." 

The  time  during  which,  a  book  could  be  detained  and  the  ])enalty  for  deten- 
tion beyond  its  date  varied  with  its  size.  The  use  of  the  library  was  restricted 
to  State  officer.s  and  members  of  the  (ieneral  .Assembly,  and  their  respective 
clerks. 

It  was  just  .said  the  librarian's  duties  were  specified  in  these  rules,  but  the 
concei)tion  of  the  relation  of  a  librarian  to  his  "collection  of  books."  to  his 
immediate  i)ublic,  to  his  profession, —  for  such  it  has  grown  to  be,  and  a  plain 
man,  fresh  from  his  quiet  retreat  among  his  bookshelves,  is  helpless  beyond 
speedy  relief,  in  an  assembly  of  librarians,  though  he  may  know  the  contents 
of  all  their  books, —  has  grown  with  his  conce])tion  of  a  library,  and  it  would 
take  a  book  to  hold  the  tale  of  his  duties. 

In  the  beginning  the  librarian  of  the  .State  Library  was  chosen  bv  the  Gen- 
eral .Assembly  though  several  executive  officers,  now  chosen  bv  the  people  were. 


242  EDUCATIONAL   HISTORY   OF  OHIO 

under  the  old  Constitution  appointed  by  the  governor.  The  Constitution  of 
185 1  made  the  Hbrarian  an  appointee  of  the  governor's.  In  1896  a  Library 
Commission  was  established  by  law  with  full  power  to  manage  the  library.  The 
board  consists  of  three  members,  the  term  of  office  is  six  years,  one  member 
appointed  every  two  years  by  the  governor  by  the  consent  of  the  Senate ;  this, 
to  give  greater  permanency  in  the  management.  No  attempt  was  made  to  secure 
minority  representation.  The  board  appoints  and  may  remove  the  librarian, 
with  the  consent  of  the  governor. 

The  Library  Board  has  at  command  one  thousand  dollars  annually  for 
clerical  assistance  and  incidental  expenses,  including  traveling. 

The  first  Board  of  Library  Commissioners  was  appointed  by  the  governor 
in  '\pril,  1896.  The  members  were  Rutherford  P.  Hayes,  J.  F.  McGrew,  and 
Charles  A.  Reynolds,  who  appointed  the  present  librarian,  C.  B.  Galbreath. 

A  strong  feature  of  the  new  plan  was  to  give  the  library  a  larger  sphere  of 
influence,  to  set  back  the  boundary  from  its  position  encircling,  those  connected 
with  the  "government,"  to  the  boundary  of  the  State.  It  was  time.  The 
State  Librarian,  in  1900,  thus  put  the  case:  "The  books  had  a  limited  circula- 
tion among  State  officers  and  their  families.  Members  of  the  legislature,  during 
its  sessions,  found  themselves  too  busy  to  read,  even  if  they  had  occasion  to 
add  to  the  stores  of  knowledge  and  practical  wisdom  that  they  brought  from 
the  various  sections  of  the  State." 

The  traveling  library  system,  introduced  in  1896  is  fast  becoming  the  circu- 
lating department  of  the  State  Library,  so  large  a  proportion  of  its  readers  are 
supplied  through  this  medium.  The  "honest  thought"  upon  which  it  is  founded 
is  this.     The  library  being  the  property  of  the  people,  let  the  people  use  it. 

The  "firstlings"  of  all  flocks  have  an  added  degree  of  interest  cling  about 
them  from  that  extrinsic  circumstance,  therefore  it  is  recorded  that,  on  November 
6,  1896,  the  first  traveling  library  in  CJhio  set  out  unheralded  on  its  way  to  a 
women  s  club  in  Mt.  Vernon,  Knox  County,  Miss  Nora  Mulvane,  librarian. 

The  details  of  the  management  of  this  business  are  such  as  to  secure  the 
safety  of  the  books  with  as  little  inconvenience  as  is  possible  to  those  who 
wish  these  pleasant  visitors. 

The  system  is  easily  adapted  to  smaller  territories,  as  is  shown  by  the  fact 
that  the  free  traveling  libraries  of  Franklin  County  now  reach  almost  every 
rural  district.  The  following  sentences  are  pertinent.  The  probate  judge  of 
the  county,  Mr.  Tod  B.  Galloway,  felt  a  deep  interest  in  the  rural  schools  and 
assumed  in  seriousness  the  duties  relative  to  those  schools  which  the  law  lays 
upon  the  office  to  which  he  was  elected.  He  took  into  his  counsels  the  board  of 
county  examiners :  "The  more  I  gave  the  subject  attention  the  more  I  found 
out  that  in  the  families  of  farmers  well-to-do,  the  stock  of  literature  consisted 
mainly  of  the  Bible,  a  hymnal  or  two,  possibly  Bunyan's  Pilgrim's  Progress,  and 
some  agricultural  papers, —  rarely  anything  more.  *  *  *  We  began  by  send- 
ing out  nineteen  cases.  Gradually  these  have  been  increased  to  the  number  of 
fifty-seven   with  the  immediate  prospect  of  more.     The  object   is  ultimately  to 


EDUCATIONAL  HISTORY  OF  OHIO 


243 


place  a  case  in  each  school  district  in  the  county.  *  *  *  Truly  we  can 
agree  with  Col.  Higginson's  assertion  that  the  spread  of  free  libraries  represents 
the  same  ])opular  im]mlse  in  the  19th  century  that  the  cathedral  represented  in 
the  13th.  F)Oth  stanil  alike  for  the  spirit  of  the  age.  .Any  county  in  the  state 
can  have  a  similar  School  Library.  The  cost  of  instituting  it  is  not  great  and 
of  maintaining  it,  almost  nothing."  The  cost  in  this  instance  was  met  by  a 
subscription. 

Within  the  year  ending  November  15.  1904,  there  were  added  to  the  State 
Library  7,303  volumes,  making  a  total  of  97,531  volumes,  more  than  double  the 
number  on  the  shelves  at  the  time  the  library  went  into  the  keeping  of  the 
Commission.  The  number  of  traveling  libraiies  in  the  same  year  was  966,  carry- 
ing 30,935  volumes :    468  of  the  libraries  going  to  the  common  schools. 

THE   OHIO   LIBRARY   ASSOCIATION 

The  body  of  library  workers  was  organized  in  Columbus,  February  2'/, 
1895,  with  a  membership  of  thirty-three.  It  has  steadily  grown  and  now  has 
three  hundred  and  fifty  members.  The  aims  of  the  Association  are  to  procure 
favorable  library  legislation,  to  encourage  the  establishment  of  new  libraries,  to 
increase  the  usefulness  of  those  already  established,  to  interest  trustees  in  library 
matters,  and  to  bring  active  librarians  into  touch  with  one  another  so  as  tc 
make  possible  a  comparison  of  methods. 

The  things  accomplished  for  general  library  work  in  the  State  mainlv 
through  its  efforts  have  been  the  establishment  of  a  Library  Commission  and 
the  enactment  of  an  adequate  library  law,  as  a  part  of  the  code  of  1904.  It  is 
now  furthering  a  movement  to  secure  co-operative  cataloging  in  small  libraries. 

The  yearly  meetings  are  attended  by  library  workers  from  all  parts  of  the 
State,  and  the  programs  are  of  interest  from  every  point  of  view.  The  meet- 
ings have  been  held  at  Cleveland,  Cincinnati,  Dayton,  Toledo,  Zanesville,  San- 
dusky, Columbus,  Elyria,  and   Findlay.     The  last  session  continued   four  days. 

The  Ohio  Association  was  one  of  the  first  in  the  country  to  organize. 

It  must  not  be  taken  as  a  note  in  depreciation  of  this  grand  array  of 
libraries,  school,  city  and  State  if  the  writer  should,  in  concluding,  drop  a  moment 
into  didactics.  The  great  puritan  who  before  he  tasted  death  walked  immortal 
in  his  singing  robes  told  the  world  a  true  book  contains  the  life  blood  of  a  mas- 
ter spirit,  that  only  those  books  go  to  the  making  of  men  into  which  a  man  has 
gone  in  the  making.  These  books  are  few  and  can  easily  be  had  for  each  real 
reader's  very  own.  They  may  stand  upon  the  shelf  where  perch  the  world's 
great  song-birds,  great  spiritual  teachers,  in  a  row,  and  there  is  the  library. 
Daily  devotion  before  that  shrine  of  mind  will  bring  into  one's  life  the  fruits  of 
culture,  taste,  love  for  the  true,  the  beautiful,  the  good,  will  lift  him  to  a  station 
whence  he  can  look  serenely  upon  life  and  living.  To  the  fortunate  person 
possessed  of  the  genuine  reading  habit  the  library  beyond  price  is  his  own. 


244  EDUCATIONAL  HISTORY   OF  OHIO 

EDUCATIONAL  PAPERS 

A  dreary  life  must  that  teacher's  be  who  from  his  loophole  of  retreat  can 
not  look  throui^h  the  window  of  an  educational  paper.  But  to  shed  cheer  it 
must  be  a  paper  in  which  he  takes  an  interest.  It  must  remind  him  of  the 
hundreds  of  fellow  workmen,  some  of  whom  he  has  met  in  person,  and  give 
him  useful  hints.  He  must  know,  not  only  the  doctrines  of  the  books  but  the 
fresh  doctrines  still  on  trial.  The  educational  paper  will  fiirnisli  him  these  new 
chapters.  They  are  the  "abstracts  and  brief  chronicles."'  Does  he  not  care  for 
these  things  and  yet  bear  the  name  of  teacher?  "Doff  it  for  shame  and  wear 
a  calfskin." 

When  Samuel  Lewis  became  State  .Superintendent  of  Common  Schools, 
by  authority  of  the  General  Assembly  and  at  the  cost  of  the  State,  he  began  the 
publication  of  The  Ohio  Common  School  Director.  I'or  some  reason  the  needed 
api;ropriation  was  not  made  the  next  year  and  the  journal  was  discontinued. 

July  I,  1846,  the  first  number  of  The  Ohio  School  Journal  appeared.  It 
was  published  at  Kirtland  by  Asa  D.  Lord.  At  this  date  there  were  but  four 
other  school  journals  published  in  the  United  States,  though  several  more  were 
started  the  same  year.  After  the  first  volume  of  only  six  numbers  the  journal 
was  published  at  Columbus.  It  was  not  issued  as  a  separate  periodical  after 
1849,  but  was  united  with  The  Western  Sclwol  Friend,  a  paper  which  was  started 
in  Cincinnati  by  W .  1>.  Smith  &  Company,  publishers  of  the  Eclectic  School 
Books,  a  few  months  after  the  School  Journal  began  its  career  at  the  seat  of 
Dr.  Lord's  Academy  at  Kirtland.  The  School  Friend  and  Ohio  School  Journal 
—  for  such  queer  combinations  as  Friend-Journal  were  not  yet  in  vogue  —  was, 
published  in  Cincinnati,  the  editorial  department  being  unilcr  the  management 
of  Dr.  Lord,  the  superintendent'  of  the  Columbus  public  schools,  H.  H.  Barney, 
principal  of  the  Cincinnati  Central  High  School,  and  Mr.  Cyrus  Knowlton. 
The  last  number  appeared  in  September.  1851. 

Another  fruit  of  that  fruitful  period,  the  Free  School  Clarion  sounded  its 
initial  note  at  Massillon  in  1846,  near  the  end  of  the  year,  by  Dr.  W.  Bowen. 
Two  years  later,  it  passed  into  the  hands  of  Lorin  Andrews,  of  Massillon,  and 
M.  D.  Leggett,  of  .\kron.     It  was  discontinued  after  a  year  or  two. 

The  first  journal  to  bear  the  name.  The  Ohio  'Teacher,  had  a  number  of 
places  of  issue,  but  did  not  long  survive.  Thomas  Rainy,  author  of  an  aritli- 
metical  treatise  on  cancellation,  was  editor. 

The  periodical  of  the  double  name  having  quit  without  warnin'.^-  in  1851. 
the  Ohio  State  Teachers'  Association,  with  the  ambitions  and  the  courage  of 
youth  determined  to  have  an  organ,  and  The  Ohio  Journal  of  F.ducation  came 
into  existence.  The  editorial  board  was  an  able  one:  A.  D.  Lord,  Columbus: 
M.  F.  Cowdery,  Sandusky :  H.  H.  Barney,  Cincinnati ;  I.  W.  .Andrews,  Mari- 
etta ;  J.  C.  Zachos,  Dayton ;  Andrew  Freese,  Cleveland.  Changes  from  time 
to  time  were  made  in  this  editorial  staff  and  names  of  other  men  of  deserved 
eminence  as  teachers  and  writers  appeared. 

The  first  number  prints  the  Constitution  of  the  O.  S.  T.  A.,  described  else- 
where in  this  book,  and  the  names  of  its  officers  from   1848  to   1852  inclusive. 


EDUCATIONAL  HISTORY   OF  OHIO  245 

In  its  "Introductorv"  it  piililishes  a  declaration  of  dependence:  "Called  into 
existence  l)v  the  mandate  of  the .  ( )hio  State  Teachers'  Association,  to  meet  a 
long-felt  and  often  expressed  want  of  the  Association,  etc." 

It  being  the  organ  of  the  O.  S.  T.  A.  its  aims  and  ambitions  deserve  a 
setting  forth  here. 

The  comprehensive  task  it  set  itself  was  to  secure  an  efficient  supervision 
of  the  common  schools  of  the  State ;  to  urge  the  necessity  of  the  immediate 
revision  of  the  school  laws  and  the  importance  of  digesting  a  grand,  compre- 
hensive school  system,  worthy  of  the  age  and  adequate  to  the  wants  of  the 
schools. 

The  schools  of  the  State  are  not  yet  under  efficient  supervision.  It  is  not 
broad  daylight  but  there  are  many  signs.  There  is  much  material  yet  for  the 
"digesting." 

"Tt  will  advocate  the  jjropriety  of  re-districting  the  State  for  school  pur- 
poses, so  that  the  districts  may  be  of  sufficient  size  to  warrant  the  erection  of 
a  good  school  house  and  the  maintenance  of  school  during  the  greater  part  of 
the  year."     After  a  half  century  there  is  still  much  land  for  this  plow. 

"It  will  seek  to  disseminate  correct  information  in  regard  to  the  construc- 
tion of  schoolhouses  and  their  appurtenances,  and  the  importance  of  placing  in 
every  district  a  well  selected  library."  This  seed  had  the  fate  of  that  other; 
some  by  the  wayside,  some  in  good  ground ;  the  last  named  sowing  sprang  up 
very  prom]3tly  but  the  roots  found  not  sufficient  nutriment  and  it  withered  away. 

"It  will  endeavor  to  show  the  indispensable  necessity  of  a  course  of  special 
training,  or  a  professional  education  for  teachers."  This  seed  grew  and  brought 
forth  in  a  number  of  cities,  but,  as  a  rule,  til!  recently  there  was  no  sign  of 
germination.  "It  will  aim  to  elevate  the  rank  of  the  teacher  by  improving  his 
qualifications  and  prejiariiig  him  to  command  the  respect  which  is  due  to  all 
who  are  worthily  engaged  in  so  noble  a  calling."  The  respect  is  likely  to  go 
with  the  qualifications,  the  latter  term  including  character  and  temperament. 
"To  unite  all  who  arc  employed  in  the  business  of  instruction,  in  such  a  manner 
that  the  experience  and  ini])rovements  of  each  may  become  the  property  of  all" 
—  the  resonant  keynote  of  the  many  teachers'  associations,  and  reading  circles. 

In  1856,  the  executive  committee  of  the  State  Association  chose  Anson 
Smyth,  D.  D.,  editor  of  the  Journal  of  Education.  When,  in  1857,  Mr.  Smyth 
assumed  the  duties  of  State  Commissioner,  John  D.  Caldwell  became  editor, 
and  the  next  year  William  T.  Co-Tgeshall,  State  Librarian,  succeeded  to  the 
editorship.  One  of  the  valuable  features  during  his  term  was  the  editor's  series 
of  articles  on  Common  School  Progress  in  Ohio. 

In  i860,  the  Journal  a])peared  u])on  the  tables  of  its  readers,  no  longer  the 
"Journal,"  but  "The  Ohio  Educational  Monthly,"  a  change  from  a  noun  with  a 
wrong  implication  to  an  adjective  with  a  right  one. 

In  May,  1861,  E.  E.  White  and  Anson  Smyth  became  editors  and  proprietors, 
the  former  retiring  in  1863,  at  the  end  of  his  six  years  in  the  Commissioner's 
office.  When  W.  D.  Henkle,  in  1875,  purchased  the  Monthly  he  removed  the 
place  of  its  issue  to  his  home  town,  Salem.  Mr.  Henkle  continued  to  edit  it 
till  his  death  in    1881   when  it  was  sold  to  Samuel  Findley  of  Akron.     In   1895 


246  EDUCATIONAL   HISTORY   OF   OHIO 

the  Monthly  was  bought  by  O.  T.  Corson  who  took  it  hack  to  its  former  center 
of  influence,  Cohnnbus,  where  it  still  flourishes.  For  some  years  Miss  Margaret 
W.  Sutherland  was  assistant  editor.  At  the  opening  of  the  present  year.  1905, 
F.  B.  Pearson  became  managing  editor. 

A  large  number  of  educational  periodicals  have  had  their  day,  a  day  which 
usually  soon  "fell  a  prey  to  a  setting  sun."  Hon.  VV.  D.  Henkle  once  remarked 
to  the  writer  that  an  educational  paper  should  take  for  its  motto:    "Born,  to  die." 

Thr  Ohio  School  Journal  of  May,  1904,  Vol.  1,  Xo.  i,  is  published  at 
Columbus,  edited  by  Geo.  W.  Tooill. 

The  Oliiu  Teacher,  second  of  the  name,  Henry  (i.  Williams,  editor  and  pro- 
prietor, is  published  at  Athens.  The  issue  for  January.  1905,  bears  deep  on  its 
front  eiT^raven  \'ol.  XXV,  Xo.  6.  This  affords  excuse  for  the  inference  that 
Vol.  I,  Xo.  I,  saw  the  light  in  August,  1880.  After  its  first  christening  it  was 
known  as  the  Guernsey  Teacher,  its  second  name  was  The  Eastern  Ohio  Teacher. 
It  was  founded  and  the  founding  seems  to  have  been  well,  by  John  McRurney 
and  published  at  Cambridge.  M.  R.  Andrews  and  Henry  G.  Williams  succeeded 
Mr.  ^vlcRurney  as  editors  and  publishers,  and  transferred  it  to  Marietta.  Mr. 
Williams  afterwards  became  editor  in  chief,  with  a  corps  of  associates :  Prof. 
Martin  R.  Andrews,  Dr.  Alston  Ellis,  Dr.  John  McBurney,  Dr.  Samuel  Findley. 
all  native  to  the  editorial  chair,  and  to  the  manner  born. 

Ohio  is  fortunate  in  her  educational  papers ;  honestly  conducted,  ably  edited, 
loval  to  the  cause. 


CHAPTER  XXI 


OTHER   STATE  ASSOCIATIONS 


OTHER   STATE  ASSOCIATIONS 


NOTE 

[This  is  a  day  of  Federation,  as  well  as  of  Association.  In  order  that  whatever  is  said 
under  the  first  head  may  be  properly  set  forth,  the  pen  of  another  has  been  borrowed.  The 
sub-chapt',-r  immediately  following  was  prepared  by  a  gentleman  who  knows  his  theme.) 

THE   OHIO   TEACHERS'   FEDERATION 

BY    S.    K.    M.\KI)lri. 

CHE  Ohio  Teachers"  Federation  is  an  organized  movement  to  unite  the 
teachers  and  patrons  of  the  pubUc  schools  in  more  intelligent  co-opera- 
tion for  the  advancement  of  public  education.  If  the  theory  of  our  gov- 
ernment is  correct,  if  good  government  depends  upon  the  intelligence,  morality, 
industry,  and  patriotism  of  its  citizenship,  an  effective  system  of  public  education 
is  indispensable. 

No  state  or  nation  can  have  effective  schools  without  having  competent 
teachers  in  these  schools.  Such  teachers  must  have  natural  ability,  adaptation, 
broad  general  scholarship  and  professional  training.  Persons  of  such  ability  and 
preparation  command  good  salaries  in  any  line  of  business,  and  the  officials  of 
the  public  schools  should  not  be  unmindful  of  this  if  they  hope  to  direct  attention 
to  the  great  educational  work  of  our  nation.  Security  of  position  while  doing 
good  work  is  as  necessary  as  fair  compensation.  There  is  no  other  way  to  secure 
competent  ]5ersons  having  preparation  and  experience  in  the  work.  The  man- 
agement of  the  schools  should  be  entirely  removed  from  partisan  domination, 
whether  it  be  political,  sectarian,  fraternal,  commercial  or  personal.  The  schools 
should  be  conducted  with  singleness  of  purpose  for  the  good  of  the  children,  the 
perpetuity  of  the  nation,  and  the  advancement  of  humanity.  ' 

The  Ohio  Teachers"  I^^ederation  is  the  outgrowth  of  the  Eastern  Ohio 
Teachers"  Association.  The  inaugural  address  of  Superintendent  Henry  N. 
Mertz,  of  Steubenville,  as  president  of  this  association,  at  the  meeting  in  Coshoc- 
ton,. November  30th  and  December  ist,  1900,  marks  the  origin  of  the  Ohio 
Teachers"  Federation.  Superintendent  Mertz,  who  was  just  closing  a  long  and 
successful  experience  as  one  of  the  leading  educators  of  the  state,  a  close  student 
of  educational  history,  and  a  man  whose  life  was  consecrated  to  his  chosen  work, 
gave  as  his  last  public  message  to  the  teachers  of  Eastern  Ohio,  a  thoughtful 
paper  full  of  wisdom  and  counsel,  and  inspiring  hope  for  better  things  education- 
ally in  the  new  century. 

To  indicate  the  altruistic  spirit,  and  mature  thought  from  which  this  move- 
ment came,  it  will  be  necessary  to  quote  from  the  address  and  to  give  a  brief 
description  of  its  organization. 

He  discussed  the  necessity  of  state  normal  schools,  better  compensation  for 
teachers,  pensions  and  more  secure  tenure  of  office.     This  wefs  fully  a  year  and 


250  EDUCATIONAL  HISTORY   OF  OHIO 


a  quarter  before  the  law  establishing  the  normal  schools  of  Ohio  was  enacted. 
He  showed  that  the  failure  to  secure  favorable  legislation  on  these  subjects  was 
caused  by  and  through  the  lack  of  unity  in  the  teaching  force  of  the  state. 

After  giving  a  concise  history  of  what  had  been  accomplished  in  Chicago, 
New  York  City,  and  other  places,  by  and  through  the  active  united  work  of  the 
teachers  and  friends  of  education,  he  said,  "For  more  than  half  a  centurv  the 
leaders  among  the  Ohio  teachers  have  been  working  for  normal  schools,  and  for 
more  than  a  third  of  a  centur\-,  by  fits  and  starts,  they  have  been  working  for 
county  or  township  supervision.  *  *  *  Thus  while  the  leaders  of  educational 
thought  have  worked  for  normal  schools  and  superintendents ;  while  the  Slate 
Teachers'  Association  has  annually  appointed  its  legislative  committee,  and  tl.e 
School  Commissioners  have,  some  of  them,  worked  with  the  members  of  the  leg- 
islature for  the  enactment  of  the  desired  measures,  a  guerrilla  warfare  has  been 
quietly  carried  on  by  a  class  of  teachers,  and  so  successfully  waged,  that  they 
have  always  won  the  day.  Will  it  ever  be  so?  Will  the  teaching  force  of  Ohio 
always  be  so  hopelessly  divided  ? 

"But  suppose  the  25,000  teachers  of  Ohio  were  thoroughly  organized,  and 
were  to  act  in  concert  with  such  determination  as  the  teachers  of  New  York  City 
have  shown,  do  you  not  suppose  the\-  would  get  what  they  wanted?" 

"The  fault,  dear  lirutus,  is  not  in  our  stars. 
But  in  ourselves  that  we  are  underlings." 

"In  conclusion,"  he  said,  "I  have  hastily  considered  three  questions  that  are, 
at  the  close  of  this  19th  century,  enjoying  the  attention  of  many  teachers.  They 
are  all  vital.  They  all  have  for  their  ends  the  improvement  of  the  conditions  of 
the  teachers,  and  through  them,  the  improvement  of  the  schools.  That  thev  are 
not  idle  dreams  is  shown  by  what  has  been  achieved  in  limited  areas.  These 
achievements,  together  with  the  recognition  awarded  to  education  in  the  generous 
and  wise  systems  established  in  our  new  possessions,  are  cheering  rays  which 
herald  the  advent  of  the  new  century  in  education." 

These  suggestions  were  too  valuable  to  be  lost  in  day  dreams,  and  there  was 
great  danger  of  this  without  some  action  being  taken  at  once.  No  provision, 
however,  had  been  made  for  the  discussion  of  this  subject.  Superintendent  S.  K. 
Mardis  wrote  a  note  to  the  presiding  officer,  Superintendent  Henry  G.  Williams, 
saying  that  it  would  be  a  great  mistake  not  to  discuss  this  paper.  On  the  conclu- 
sion of  the  address.  Superintendent  Williams  stated  that  he  had  received  a  note 
requesting  the  discussion  of  this  paper,  and,  as  Supt.  Mertz  now  had  the  chair, 
Williams  made  a  motion  for  discussion,  which  carried,  and  he  was  called  upon 
to  open  it.  The  discussion  proved  to  be  an  earnest  one.  in  which  Commissioner 
Bonebrake,  Dr.  Richard  Boone  of  Cincinnati,  S.  K.  Mardis,  J.  \'.  McMillan,  W. 
N.  Beetham,  W.  H.  Maurer,  C.  E.  Oliver  and  others  participated. 

By  a  motion  of  W.  N.  Beetham  of  Freeport  and  Geo.  H.  Stahl  of  Dennison. 
a  committee  was  appointed  to  report  on  the  advisability  of  a  closer  and  more 
effective  organization  of  the  teachers  of  Eastern  Ohio.  Superintendents  Henry 
G.  Williams,  of  Marietta,  and  S.  K.  Mardis,  of  L'hrichsville,  and  W.  H.  Maurer, 


EDUCATIONAL  HISTORY  OF  OHIO  251 

Principal  of  Steubenville  High  School,  were  appointed  on  the  committee.  They 
had  not  given  this  subject  much  attention  until  they  realized  the  possibilities  of 
such  an  organization  and  decided  not  to  make  recommendation,  except  that  a 
<;oinmittee  be  appointed  to  make  a  more  thorough  investigation  than  time  would 
now  permit,  and  to  report  at  the  next  annual  meeting.  The  recommendation  was 
accepted  and  the  same  committee  was  continued. 

They  made  a  careful  investigation  and  reconmiended  at  the  next  meeting, 
which  was  held  at  Zanesville.  that  an  Eastern  Ohio  Teachers'  Federation  be 
formed  as  a  part  of  the  Eastern  Ohio  Teachers'  Association,  and  changing  the 
word  association  to  institute.  Fortunately,  the  recommendation  was  not  accepted. 
Th^  subject  was  referred  back  to  the  committee,  which  was  continued  for  an- 
other year. 

The  question  was  again  taken  up  and  further  investigation  made.  The  two 
years  time  had  given  opportunity  for  maturity  of  plans,  and  the  committee  rec- 
ommended at  the  next  meeting,  which  met  at  Marietta,  that  a  separate  and  inde- 
pendent association  be  organized,  presenting  complete  plans  for  organization,  in- 
cluding i>y  Laws  and  Constitution.  The  recommendation  was  accepted,  and  at 
the  close  of  the  session  of  the  Eastern  Ohio  Teachers'  Association,  the  Ohio 
Teachers'  Federation  was  organized  by  electing  the  following  per.sons  as  officers: 
President,  Henry  G.  Williams,  Dean  of  the  Xormal  College,  Athens ;  Secretary, 
Miss  Anna  B.  Hill,  Marietta;  Treasurer,  I'rin.  Ross  Masters,  Canal  Dover; 
Executive  Committee,  S.  K.  Mardis,  Professor  of  Psychology  and  Pedagogy, 
Scio  College,  for  three  years ;  Jesse  V.  McMillan,  Superintendent  of  Schools,  Mar- 
ietta, two  years ;  W.  N.  Beetham,  Superintendent  of  Schools,  Carrollton,  one 
year.     The  committee  organized  by  electing  S.  K.   Mardis  Chairman. 

After  two  years'  careful  consideration,  the  Ohio  Teachers'  Federation  was 
■organized  at  Marietta,  O.,  November  29th,   1902. 

Within  a  few  months,  the  treasurer  was  elected  to  a  position  in  Tennessee, 
and  resigned,  and  Professor  F.  B.  Pearson,  Principal  of  East  High  School,  Co- 
lumbus, ().,  was  appointed  to  fill  the  vacancy.  He  was  at  this  time  acting  editor 
of  the  Ohio  Educational  Monthly.  The  president  was  editor  of  the  Ohio  Teacher. 
Geo.  W.  Tooill,  soon  after,  editor  of  the  Ohio  Journal  of  Education,  was  a  mem- 
ber of  the  press  committee.  No  one  was  elected  to  office  at  the  first  meteing 
who  was  not  present. 

The  Federation  was  organized  for  eflfective  work,  and  for  a  line  of  work 
not  done  by  the  other  associations.  It  has  never  been  the  intention  to  duplicate 
the  work  done  by  the  other  associations,  but  to  supplement  them  and  co-operate 
with  them  so  far  as  possible,  but  not  to  become  a  branch  of  any  other  organiza- 
tion. The  Ohio  Teachers'  Association  and  the  independent  sectional  asso- 
ciations are  annual  mass  meetings  of  teachers  for  their  improvement  in  a  pro- 
fessional way.  The  County  Teachers'  Institutes  are  other  organizations  authorized 
by  law  as  professional  schools  for  the  professional  training  of  teachers.  The 
Ohio  Teachers'  Reading  Circle  is  another  important  educational  organization  tor 
the  improvement  of  teachers.  Not  one  of  these  is  planned  to  reach  the  people 
and  to  work  on  the  non-professional  side  of  public  school  administration. 


252  EDUCATIONAL   HISTORY   OF  OHIO 

There  has  heretofore  not  been  a  single  association  or  organization  of  any 
kind  planned  specifically  to  educate  public  o])inion.  There  is  not  a  single  pajier 
published  in  the  state  for  this  purpose.  Public  education  is  the  only  iriiportant 
field  of  work  so  sadly  neglected  in  this  respect.  Each  political  party  has  its  party 
paper  to  educate  public  opinion  on  its  peculiar  belief  or  policy.  The  churches 
all  have  their  denominational  papers.  So  have  the  saloon  and  anti-saloon  organ- 
ization.s.  Hut  no  where  are  the  educational  interests  of  the  state  so  represented. 
This  is  an  unoccupied  field,  the  importance  of  which  is  second  to  none.  Public 
opinion  is  king  in  America,  and  this  king  must  be  educated  or  ruin  will  follow. 
This  is  the  field  the  Ohio  Teachers'  Federation  has  chosen. 

It  is  specially  organized  to  do  this  work.  The  state  is  the  unit  of  soJnool 
legislation.  The  Federation  aims  to  unite  the  teachers,  and  then  the  teachers  and 
the  people,  on  needed  school  legislation.  To  accom])lish  this  there  is  a  state 
organization,  which  has  an  annual  state  conference  to  decide  on  state  policies 
and  elect  state  officers  and  do  other  state  work.  The  l<>deration  has  a  small  pro 
rata  membership  fee,  to  make  a  fund  to  defray  the  necessary  expenses.  Special 
committees  are  to  make  investigations,  and  then  to  distribute  these  to  the  people. 
The  coimty  and  city  branches  of  the  State  I'ederation,  with  their  local  committee, 
enable  the  decisions  and  plans  and  work  of  the  State  Conferences  to  be  taken  to 
every  teacher  and  school  patron  in  the  state.  These  county  and  city  branches 
are  to  hold  local  meetings  in  which  the  i)eople  can  participate  and  through  them 
be  brought  in  close,  sympathetic,  intelligent  touch  with  the  teachers  and  their 
work.  The  schools  belong  to  the  people.  They  elect  their  representatives  to 
manage  them.  They  furnish  the  children  to  be  educated  in  them.  They  tax  them- 
selves to  support  them.  They,  through  their  representatives,  select  the  teachers, 
fix  their  salaries,  and  determine  their  tenure  of  office.  Why  have  the  people  been 
so  divorced  from  the  schools? 

The  Federation  aims  to  bridge  this  threatening  chasm,  which  is  ever  growing- 
wider  and  wider.  The  corruption  in  school  administration  flourishes  in  low  edu- 
cational sentiment,  as  malaria  and  fevers  in  the  marshes. 

The  I'^deration  advocates  making  teaching  a  ])rofession,  recognized,  pro- 
tected and  justly  compensated,  by  doing  for  teaching  what  has  been  done  for 
law,  medicine,  dentistry  and  so  on,  by  having  all  who  have  not  had  experience 
in  teaching  fully  prepared  for  the  work  before  they  are  admitted  to  take  the 
examination  for  admission.  It  also  advocates  removing  school  elections  from 
partisan  politics  by  having  the  names  of  all  candidates  placed  on  the  same  ballot 
without  party  or  other  designation  except  "for  hoard  of  education."  It  stands 
for  the  professional  supervision  of  all  schools,  and  for  a  more  liberal  state  support 
of  the  public  schools. 

The  Federation  commenced  to  solicit  members  in  August,  1903,  so  it  is  less 
than  two  years  old  in  membership.  It  now  has  several  times  as  many  members 
as  any  other  association  in  the  state,  has  organization  in  about  forty-five  counties, 
■and  members  in  sixty-six  counties.  It  has  printed  and  distributed  thousands  of 
booklets  and  circulars  throughout  the  state  and  recommended  many  of  the  best 
features  of  the  new  school   code.     It  has  active  committees  at  work   the  year 


EDUCATIONAL  HISTORY   OF  OHIO  253 

n)uiul.  'I'lic  legislative  committee  diel  good  work  during  the  last  legislative  ses- 
sion. 

The  first  annual  conference  discussed  many  features  of  the  state  school  sys- 
tem. It  had  over  fifty  round  table  topics  on  the  school  system  of  the  slate,  each 
of  which  was  opened  by  a  prominent  educator  of  the  .state,  whether  member  of 
Association  or  not.  At  this  session,  Dean  Williams  was  re-elected  as  ])resident, 
Supt.  W.  E.  Kershner  was  elected  Secretary.  W.  N.  Reetham  re-elected  Member 
of  committee  for  three  years,  and  F.  B.  Pearson  re-elected  Treasurer.  The  second 
meeting  was  held  in  Columbus.  December  30  and  31st,  1904.  Dean  Williams 
refused  a  re-election  as  President,  and  Supt.  J.  W.  Zeller,  Findlay,  was  chosen 
President.  Supt.  W.  E.  Kershner  was  re-elected  Secretary,  and  Prof:  L.  L.  Paris 
was  chosen  member  of  Executive  Committee  for  three  years. 

The  Ohio  Teachers'  Federation  is  a  great  educational  missionary  association. 
It  is  commended  by  many  prominent  educators  in  Ohio  and  other  states.  It 
promises  to  become  a  national  movement  in  the  next  few  years.  Non-sectarian. 
non-])artisan  public  schools,  in  which  are  found  professional  teachers,  receiving 
professional  pay.  schools  of  the  whole  people,  by  the  whole  people,  for  all  the 
children,  is  the  platform  on  which  all  are  asked  to  unite  with  the  Federation. 

THE  ASSOCIATION   OF   OHIO   TEACHER'S   EXAMINERS 

Those  who  see  behind  the  curtains  which  hide  public  affairs  from  the  general, 
give  assurance  that  we  are  living  under  the  rule  of  the  lobl)y ;  and.  allowing  the 
word  a  broad  range  of  signification,  the  observer  with  half  an  e\e  can  see  that 
the  assertion  is  true. 

Wendell  Phillips  once,  from  an  Ohio  platform,  declared :  "Agitation  pre- 
cedes legislation ;  I  came  before  William  H.  Seward." 

When  men  "agitate,"  secure  a  following,  send  delegates  to  the  ca])ital  of  the 
state  to  promote,  or  to  hinder,  a  piece  of  legislation,  the  evening  pa]5ers  announce 
in  classic  phrase  that  a  "lobby  has  struck  the  town ;"  and  the  reader  smiles  or 
frowns,  according  to  his  own  sentiment  about  the  mooted  measure. 

Let  it  be  action  upon  a  great  luoral  question, —  exam])les  need  not  be  named, 
they  sometimes  crowd  the  galleries, —  let  it  be  something  that,  in  the  minds  of 
many  people,  is  of  close  relation  to  one  of  the  phases  of  citizen  making, —  the 
establishing  of  libraries,  that  "we  may  not  perish  by  our  own  ])ros]5erity ;"  the 
training  and  the  selecting  of  teachers  for  the  i)ublic  schools,  that,  speaking  from 
the  lowest  ])lace,  ca])ital  may  not  cry  out:  "You  are  taking  from  me  and  giving 
nothing  in  return,"  then  the  ])atriot  need  not  blush  over  the  admission  that  pa- 
triots organize  to  lobby,  to  speak  out  so  that  the  law-maker,  when  he  turns  his 
ear  to  the  ground,  or  to  the  sky,  may  hear. 

This  line  of  remark  is  the  result  of  noting  one  of  the  objects  of  an  organiza- 
tion of  men  and  women  of  the  highest  type  of  citizenship ;  also  of  reading  article 
four  of  another  constitution. 

"The  objects  of  this  association  shall  be  to  elevate  the  standard  of  teaching, 
to  unify  the  methods  of  examination,  and  to  recommend  needed  legislation  in  these 
directions." 


254  EDUCATIONAL   HISTORY   OF   OHIO 


November  12,  1885,  Commissioner  Brown  issued  a  call  for  a  meeting  of 
school  examiners  and  institute  instructors,  and  the  educational  paper  which  gave 
the  call  to  the  general  public  added  a  fervent  wish  that  the  called  "could  agree 
upon  township  organization  as  the  one  measure  to  be  pushed,  and  upon  some 
general  plan  of  operation  by  which  to  carry  this  measure." 

The  first  sequel  of  this  call  was  a  meeting  held  at  Columbus.  December  30, 
1885.  In  his  opening  remarks,  Mr.  Brown  urged  a  permanent  organization,  and 
named  Mr.  A.  B.  Johnson  as  the  temporary  chairman. 

Mr.  I>.  T.  Dyer  read  a  paper  upon  one  of  the  subjects  named  in  the  "call" — 
the  amending  of  the  statute  so  that  none  but  practical  and  professional  teachers 
should  be  eligible  to  the  office  of  school  examiner:  not  only  persons  of  good 
theories,  but  of  practice  in  the  field. 

R.  W.  Stevenson  thought  that  good  comes  from  having  other  professions 
represented  on  Examining  boards.  There  were  other  speakers  and  a  vote.  Mr. 
Dyer's  view  prevailed.  With  the  approval  of  the  association  Commissioner  Brown 
appointed  a  committee  to  prepare  a  syllabus  of  institute  work. 

That  the  applicant  for  a  certificate  should  pay  a  one  dollar  fee,  was  carried, 
no  one  dissenting ;  also,  that  all  the  fees  should  go  to  the  support  of  the  countv 
institutes ;  but  not  likewise,  that  all  questions  for  examinations  should  be  ]ire- 
pared  by  a  state  board  of  education. 

The  fifth  topic  was  introduced  by  R.  W.  Stevenson.  He  ofifered  this  resolu- 
tion :  "That  county  examiners  be  urged  to  encourage  the  O.  T.  R.  C,  and  that 
those  teachers  possessing  general  culture,  who  are  certified  as  having  taken  the 
reading  course,  be  regarded  with  special  favor  when  applicants  for  certificates." 
This  resolution  prevailed,  having  all  the  voices  in  its  favor ;  also  the  general 
proposition  to  adopt,  as  a  standard  in  theory  and  practice,  the  books  upon  that 
subject'  recommended  by  the  Reading  Circle. 

Samuel  F.  Deford,  in  presenting  the  sixth  topic,  favored  the  revival  of  the 
six-month  certificate.     The  meeting  did  not  favor  this. 

On  motion  of  Professor  W.  G.  Williams,  a  committee  was  appointed  to  pre- 
pare bills  embodying  the  propositions  agreed  upon,  submit  them  to  the  legislature 
and  urge  their  passage. 

The  Constitution,  prepared  by  Dr.  Williams,  W.  J.  White  and  Ceorge  W. 
Welch,  was  read  and  adopted.  It  named  the  Association,  provided  for  the  usual 
officers,  and  for  annual  meetings.     Article  IV  has  been  quoted. 

A  session  of  this  body  was.  without  doubt,  held  each  year,  though  oppor- 
tunity to  search  for  all  the  results  down  to  the  present  is  not  given  the  writer, 
nor  to  use  them  if  found.  What  has  already  been  said  presents  the  salient  points 
and  illustrates  the  fine  aggressive  spirit  in  which  it  entered  upon  its  career. 

Its  skv  was  not  so  bright,  at  least  its  number  was  not  so  large,  and  only 
twenty  counties  were  represented  when,  in  December.  1889,  President  Shawan 
made  his  opening  address.  The  results  of  the  session  summarized  from  the  simi- 
mary  were  to  the  following  effect : 

The  Commissioner  was  requested  to  send  out  questions  which  examiners 
might  use  as  suggestions.  The  legislature  was  asked  to  provide  in  some  way 
for  the  recognition  in  Ohio  of  state  certificates  from  other  states ;  to  increase  the 


EDUCATIONAL  HISTORY   OF  OHIO  255 


salary  of  the  Commissioner  from  $2,000  to  $5,000;  and  to  repeal  the  section  of 
the  law  which  forbids  the  appointment  of  two  persons  from  one  school,  upon  the 
board  of  examiners. 

The  sense  of  the  association  was  that  only  professional  teachers,  when  this 
is  possible,  should  be  made  examiners. 

At  the  end  of  a  decade -;— 1899  —  the  Association  sat  in  Columbus,  at  the 
Great  Southern  Hotel.  A  number  of  things  it  has  recommended  and  "pushed" 
were  then  parts  of  the  school  law ;  others  were  still  and  are  still  in  the  future,  if 
they  are.  Among  the  things  "brought  out"  were  cogent  reasons  that  examiners 
should  attend  the  sessions ;  that  teachers  should  attend  institutes  and  read  pro- 
fessional literature ;  that  holders  of  five-year  certificates  who  show  signs  of  fossil- 
izing should  be  required  to  pass  an  examination  in  theory  and  in  at  least  three 
higher  branches ;  that  the  system  of  examinations  should  be  uniform ;  that  the 
State  Reading  Circle  should  receive  recognition  by  appropriate  legislation ;  that 
a  certificate  whose  holder  does  not  pay  his  ''honest  debts  when  able  to  do"  so 
should  be  revoked,  said  refusal  being  "just  as  immoral  as  drunkenness."  A 
partial  set  of  rules  was  drafted  and  adopted,  an  effort  to  give  some  semblance 
of  uniformity  to  examinations.  The  reading  of  a  handful  of  the  "Topics"  before 
the  Association  during  a  corresponding  number  of  years  disposes  one  to  admit 
the  claim  of  the  Commissioner:  "The  questions  proposed  are  practical,  and  an 
interchange  of  opinion  will  result  in  good  to  the  schools ;"  and  even  the  much 
larger  one  of  an  Executive  Committee :  "This  Association  is  second  to  none  in 
the  influence  which  it  exerts  upon  the  public  schools  of  the  State." 

The  call  for  the  twentieth  annual  session,  in  its  "Topics  for  Discussion," 
took  on  the  familiar  look  of  the  common  association  program,  a  speaker  assigned 
to  each  topic. 

At  the  holiday  meeting,  1904-05,  the  Association  again  presented  its  views 
to  the  educational  public  in  the  report  of  the  committee  on  resolutions : 

A  college  training  is.  for  a  high  school  teacher,  highly  desirable.  Due  con- 
sideration is  asked  for  it  by  those  who  issue  certificates ;  consideration,  also,  for 
successful  experience  in  teaching  or  superintending. 

As  is  the  college  to  the  high  school  teacher,  so  is  a  high  school  course  to  the 
teacher  in  the  elementary  school. 

Longer  time  for  the  examination  is  recommended. 

It  is  advisable  to  have  two  books  chosen  and  announced  as  a  basis  for  part 
of  the  questions  in  theory  and  practice ;  that  the  field  in  literature  be  limited  to 
a  definite  period  for  each  year ;  that  the  books  of  the  Ohio  Teachers'  Reading 
Circle  be  used  in  preparing  questions  in  so  far  as  they  meet  the  requirements  in 
these  subjects.  To  these  is  added  an  expression  of  approval  of  the  fairness  and 
scope  of  the  questions  already  sent  out  by  Commissioner  Jones. 

OHIO   TOWNSHIP   SUPERINTENDENTS'   ASSOCIATION 

An  assembly  of  trolley  line  engineers  would  not  have  been  possible  soon 
after  the  founding  of  Ohio,  or  at  any  antecedent  time  since  the  Ancients  that  Mr. 


256  EDUCATIONAL   HISTORY   OF   OHIO 

Wendell  Phillips  used  to  speak  of  practiced  all  the  "lost  arts,"  which  have  been 
rediscovered,  one  by  one,  with  such  eclat  by  the  Modems. 

The  foregoing  remark  applies  to  an  Association  of  persons  named  in  the 
heading  of  this  sub-chapter,  also  the  reason  of  it. 

The  first  township  superintendent,  it  is  fair  to  i)resume,  at  times,  felt  lone- 
some without  contemporaries  or  line  of  predecessors.  This  is  not  a  pure  hiberni- 
anism,  as  it  seems,  for  it  is  known,  that  those  who,  under  a  much  earlier  law, 
wove  the  name,  had  officially  passed  from  the  educational  scene. 

But  the  first  soon  had  the  possibility  of  company,  and  after  a  while  meetings 
were  held,  and  at  one  of  these,  at  Springfield,  in  1893.  it  was  proposed  to  form 
a  State  Association. 

The  notion  was  received  with  favor,  and  Ira  Filson,  of  Yellow  Springs, 
was  elected  special  correspondent,  with  instructions  to  communicate  with  every 
township  superintendent  in  the  State,  and  arrange  time  and  ])lace  for  the  pro- 
posed meeting. 

I'lUt  how  ascertain  the  name  and  address  of  each  of  the  ]5ersons  whose  pres- 
ence at  the  contemplated  meeting  was  desired,  in  theory  this  is  a  question  easy 
to  answer  Mr.  Filson,  a  true  schoolmaster  name,  that  recalls  to  memory  the  man 
who  used  his  chain  and  compass  over  the  ground  where  Cincinnati  stands,  and 
his  linguistic  skill  in  manufacturing  for  the  town  a  name,  then  wandered  out  of 
history  into  the  woods,  mailed  eighty-eight  letters,  "each  containing  a  card  to 
insure  reply"  giving  the  needed  information.  These  letters  were  directed  tc 
the  clerks  of  the  county  boards  of  examiners.  At  the  end  of  two  weeks  thirty- 
eight  per  cent  of  the  cards  came  back,  and  brought  the  names  and  addresses 
of  fifty  superintendents. 

The  call  for  this  association  named  the  place,  and  the  lime. 

On  December  2j.  1893,  about  thirty  of  these  earnest  gentlemen  met  at  Co- 
lumbus aufl  held  three  half-day  sessions.  Ira  Filson  presided,  E.  .\.  Ballmer, 
of  Wood  county,  was  secretary.  The  serial  proceedings  do  not  appear.  "Sev- 
eral topics  previously  announced  were  discussed,  a  constitution  was  drafted  and 
adopted,  and  officers  chosen  for  the  ensuing  year." 

The  Secretary  reported  that  resolutions  favoring  the  Workman  law  and 
permissive  free  textbooks  were  adopted,  and  that  "Township  Supervision  is 
growing  rapidly." 

In  the  printed  proceedings  of  the  O.  S.  T.  A.  for  1895  is  a  page  devoted 
to  the  "Township  Superintendents  Section,"  at  is  "first  session." 

December  27  and  28,  1895,  the  State  Association  of  Township  Superin- 
tendents, in  session  at  Columbus,  congratulated  itself  upon  its  attendance  "at  least 
fifty"  —  and  that   "the   discussions   showed   great   intelligence  and   earnestness." 

Superintendent  H.  H.  Shipton,  of  Groveport,  Franklin  county,  was  asked 
to  write  out  in  detail  the  plan  of  grading  used  in  his  schools,  that  it  might  be 
printed  at  the  expense  of  the  association  and  copies  sent  to  the  superintendents 
of  the  state.  This  was  doubtless  done.  A  sad  note  was  .sounded  at  I  he  next 
meeting  of  this  body  —  a  resolution  giving  expression  to  the  loss  it  had  sustained 
in  the  passing  away  of  this  useful  and  estimable  member.  At  this  session.  Dr.  E. 
E.  White  spoke  upon  the  living  issue  of  Centralization. 


EDUCATIONAL  HISTORY   OF  OHIO  257 

"Meeting  adjourned  to  meet  in  connection  with  tlie  Ohio  State  Teachers' 
Association." 

There  have  been  and  there  are  other  State  Associations,  whose  story  cir- 
cumstances prevent  any  attempt  to  tell : 

The  Society  for  the  Promotion  of  Female  Education, 

The  Ohio  State  Music  Teachers, 

The  State  Conference  of  Members  of  Boards  of  Education, 

Tlie  ( )hio  State  Colored  Teachers'  Association, 

The  Ohio  College  Association, 

The  Ohio  State  Association  of  Elocutionists, 

The  Ohio  State  Association  of  County  Institute   Instructors, 

The  Allied  Educational  Associations. 

These  batteries,  with  those  previously  named,  in  the  open,  and  a  hundred 
others,  somewhat  under  cover,  all  training  fresh  cannoneers,  bringing  in  new 
recruits,  mounting  their  guns  in  the  best  positions  to  command  the  walls  of  the 
hoary  old  fortress  held  by  the  allies.  Ignorance  and  vice,  would  cause  an  army 
correspondent  from  some  other  planet  confidently  to  predict  almost  immediate 
surrender.  In  the  hearts  of  those  who  know  the  enemy,  the  motto  is  patience 
and  action  and  hope. 

OHIO    STATE   ARCHAEOLOGICAL   AND    HISTORICAL   SOCIETY 

In  its  historical  society  a  state  finds  a  convenient  repository  of  its  recorded 
history.  This  fact  is  attested  by  the  experience  of  the  older  and  more  progressive 
commonwealths  of  the  Union.  What  fruitful  sources  of  valuable  material,  for 
instance,  are  found  in  the  "Proceedings"  and  "Collections"  of  the  Historical 
Society  of  Massachusetts. 

As  early  at  least  as  the  year  1822,  the  desirability  of  forming  such  an  organi- 
zation in  Ohio  was  realized.  On  February  ist,  of  that  year  an  act  was  passed 
incorporating  the  Historical  Society  of  Ohio.  The  law  did  not  specify  the 
objects  of  the  association,  but  provided  for  a  record  of  its  proceedings.  Just 
what  was  accomplished  by  this  early  society  is  not  known.  It  seems  to  have 
published  nothing. 

Nine  years  later,  February  11,  1831,  an  act  was  passed  incorporating  the 
Historical  and  Philosophical  Society  of  Ohio. 

On  the  evening  of  December  21,  183 1,  Ebenezer  Lane,  J.  C.  Wright,  Gus- 
tavus  Swan,  Arius  Nye  and  J.  P.  Kirtland,  met  for  organization  at  the  Court 
House  in  Columbus.  Gustavus  Swan  acted  as  Chairman,  and  Arius  Nye  as 
Secretary.  A  resolution  was  adopted  that  Jeremiah  Morrow,  Ethan  A.  Brown, 
Benjamin  A.  Ruggles,  David  K.  Este,  Edward  King,  John  M.  Goodnow,  Phile- 
mon Beecher,  Ralph  Granger  and  Thomas  H.  Genine,  the  persons  named  in  an 
earlier  act  of  February  i,  1822,  to  incorporate  the  Historical  Society  of  Ohio,  be 
admitted  to  membership  in  the  new  society.  On  the  same  evening  twenty-three 
other  members  were  admitted.  A  committee  was  then  appointed  to  prepare  a 
code  of  by-laws,  to  report  at  the  next  meeting,  December  31,    1831,   when  the 


258  EDUCATIONAL  HISTORY  OF  OHIO 

Society  was  formally  organized,  by-laws  adopted  and  officers  elected  to  serve 
lor  the  ensuing  year. 

For  eighteen  years  the  Historical  and  Philosophical  Society  of  Ohio,  so 
begun,  met  in  Columbus.  Tho.se  most  constant  in  attendance  at  its  early  meet- 
ings were,  Benjamin  Tappan,  who  was  first  president,  P.  B.  Wilcox,  first  Secre- 
tary, J.  C.  Wright,  Ebenezer  Lane  and  Arius  Nye.  As  the  members  came  from 
all  parts  of  the  State  of  Ohio,  full  attendance  at  meetings  is  not  often  recorded 
in  the  minutes,  and  few  meetings  apparently  were  held  except  the  annual 
meetings  in  December.  Yet,  from  the  early  minutes  it  is  plain  that  much  zeal 
was  shown  towards  establishing  local  historical  associations  throughout  the 
state,  for  the  purpose  of  collecting  and  preserving  whatever  related  to  the  early 
history  of  their  several  localities.  Five  such  new  historical  associations  were 
formed,  within  the  years  1838-1844.  And  as  a  further  outgrowth  of  the  laJjors 
of  the  Historical  and  Philosophical  Society  of  Ohio,  there  were  organized  and 
published  The  American  Pioneer,  under  the  direct  auspices  of  the  Logan  County 
Historical  Society,  and  Pioneer  History,  by  Dr.  S.  P.  Hildrcth,  under  the 
auspices  of  the  Cincinnati  Historical  Society.  Among  the  historical  papers 
prepared  by  members  of  the  Society,  is  its  Jonrual  and  Transactions,  published 
in  two  parts,  in  the  years  1838  and  1839,  containing  articles  by  Jacob  Burnet, 
William  H.  Harrison,  James  McBride,  Arius  Nye,  and  others. 

At  the  December  meeting,  1848,  on  motion  of  Mr.  Salmon  P.  Chase,  the 
by-laws  of  the  Society  were  amended  so  as  to  change  the  place  of  meeting  from 
Columbus  to  Cincinnati.  And  thereafter  the  Historical  and  Philosophical  Society 
of  Ohio  was  formally  united  with  the  Cincinnati  Historical  Society,  which  had 
been  organized  in  1844,  the  consolidated  societies  retaining  the  name  of  the  older 
and  present  organization. 

It  was  not,  however,  until  so  late  a  date  as  1875  that  an  organization  re- 
ceiving direct  support  from  the  state  was  formed.  Its  history,  as  prepared  bv  its 
present  secretary,  is  substantially  as  follows : 

BRIEF    HISTORY 

In  the  year  1875,  an  Archaeological  Society  was  formed  at  General  Brinkerhoff's  home 
in  Mansfield,  Ohio.  The  Society,  through  the  efforts  of  General  Brinkerhoff,  received  an 
appropriation  from  the  Legislature  of  two  thou.sand  five  hundred  dollars,  to  be  expended  in 
making  an  exhibit  at  the  Centennial  Exposition  at  Philadelphia.  Prof.  John  T.  Short,  of  the 
Ohio  State  University,  was  Secretary  of  the  Society,  and  it  flourished  under  his  secretaryship 
until  his  death,  November  11,  1883,  when  the  Society  became  practically  inoperative.  Gov- 
ernor Hoadley  suggested  a  revival  of  the  Society.  A  meeting  for  this  purpose  was  called, 
to  convene  at  the  Secretary  of  State's  office,  on  February  12,  1885.  A  number  of  prominent 
gentlemen,  including  leading  citizens,  scholars  and  professors  from  various  parts  of  the  State, 
responded  to  this  call,  and  decided  to  extend  to  all  persons  in  the  State  interested  in  the 
formation  of  such  a  Society  an  invitation  to  meet  on  the  twelfth  day  of  March  following,  at 
Columbus,  Ohio.  In  response  to  the  circulars  sent  out,  some  sixty  gentlemen  from  all  parts 
of  Ohio,  representing  the  various  departments  of  scholarship,  convened  on  the  day  specified 
in  the  Library  Room  of  the  State  Capitol.  This  convention  continued  in  session  for  two  days, 
and  resulted  in  perfecting  an  organization  known  as  the  Ohio  State  Archseological  and  His- 
torical Society,  which  was  incorporated  March  13,  1885.     Hon.  Allen  G.  Thurman  was  made 


EDUCATIONAL  HISTORY   OF  OHIO  259 

President  and  Mr.  A.  A.  Graham*  elected  Secretary.     The  Articles  of  Incorporation  succinctly 
set  forth  the  purposes  and  aims  of  the  Society. 

ARTICLES    OF    INCORPORATION 

1.  The  name  of  such  corporation  shall  he  The  Ohio  State  .'\rchaeological  and  Histor- 
ical Society. 

2.  Said  corporation  shall  he  located,  and  its  principal  husiness  transacted  at,  the  City  of 
Columhus,  County  of  Franklin,  and  State  of  Ohio. 

3.  Said  Society  is  formed  for  the  purpose  of  promoting  a  knowledge  of  Archseology 
and  History,  especially  of  Ohio,  by  establishing  and  maintaining  a  library  of  books,  manu- 
scripts, maps,  charts,  etc.,  properly  pertaining  thereto ;  a  museum  of  prehistoric  relics,  and 
natural  or  other  curiosities  or  specimens  of  art  or  nature  promotive  of  the  objects  of  the 
Association — said  library  and  museum  to  be  open  to  the  public  on  reasonable  terms — and  by 
courses  of  lectures  and  publication  of  books,  papers  and  documents  touching  the  subjects  so 
specified,  with  power  to  receive  and  hold  gifts  and  devises  of  real  and  personal  estate  for  the 
benefit  of  such  Society,  and  generally  to  exercise  all  of  the  powers  legally  and  properly  per- 
taining thereto. 

Said  Society  has  no  capital  stock. 

The  following  have  served  as  Presidents  of  the  Society  since  its  organization  :  Allen  G. 
Thurman,  Francis  C.  Sessions,  Rutherford  B.   Hayes  and  Roeliff  Brinkerhoff. 

For  nineteen  years  the  Society  has  faithfully  pursued  the  lines  of  study  and  investigation 
for  which  it  was  organized,  and  has  held  regular  annual  meetings  at  Columbus.  In  that  time 
it  has  accumulated  a  valuable  collection  of  relics  and  antiquities,  now  consisting  of  over  50,000 
specimens,  mostly  archaeological  in  character,  but  embracing  also  many  papers  and  articles 
of  historical  value.  This  collection  has  been  catalogvied  and  arranged  in  cases,  and  now 
occupies  suitable  quarters  in  the  Museum  Room  of  the  Society,  Page  (Law  College)  Building, 
Ohio  State  University.  The  library  of  the  Society,  which  numbers  hundreds  of  volumes  of 
great  value,  occupies  an  excellent  library  room  in  Page  Hall.  Both  the  library  and  museum 
are  accessible  to  visitors  on  each  week  day  between  the  hours  of  0  A.  M.  and  5  p.  M.  The 
students  of  the  Ohio  State  University  have  free  use  of  the  museum  and  library. 

ARCHAEOLOGICAL    DEPARTMENT 

Particularly  is  the  Society  strong  in  archaeological  research.  No  state  in  the  Union  is  so 
rich  in  archaeological  resources,  consisting  of  mounds,  forts,  graves  and  monuments  of  pre- 
historic periods. 

The  Society  is  the  custodian  of  Fort  Ancient,  Warren  county,  the  largest,  best  preserved 
and  most  interesting  remains  of  its  character  now  extant.  Models  of  this  fort  are  in  some 
of  the  lea.ling  museums  of  Europe,  and  it  is  often  visited  by  distinguished  scholars,  not  only 
of  other  states  but  of  foreign  countries.  The  Society  is  also  the  possessor  of  the  famous 
Serpent  McKinu,  in  Adams  County,  one  of  the  most  curious  religious  monuments  left  by  the 
Mound  Builders  in  the  United  States. 

The  Society,  through  a  corps  of  explorers,  is  doing  splendid  and  valuable  work  each 
year,  in  examining  and  making  permanent  record  of  the  innumerable  points  of  archsological 
interest  in  the  state.  An  archaeological  map  is  being  prepared,  which  will  designate  the  loca- 
tion of  all  important  mounds,  monuments,  graves,  etc ,  within  Ohio.  It  is  estimated  that 
these  places  of  interest  number  not  less  than  ten  thousand. 

PUBLICATIONS    OF   THE    SOCIETY 

The  Society  is  now  issuing  annually  a  bound  volume  (which  first  appears  as  a  quarterly 
magazine)  of  material  concerning  the  history,  archaeology  and  biography  of  the  state.  It  has 
published  thirteen  such  volumes,  averaging  four  hundred  pages  to  the  volume.  These  vol- 
umes are  of  the  utmost  value  and  interest,  containing  articles,  essays  and  papers  by  the  leading 


26o  EDUCATIONAL  HISTORY   OF  OHIO 

authorities,  historical  and  archaeological — most  of  which  material  is  prepared  solely  for  the 
Society,  and  which  does  not  exist  and  can  not  be  obtained  outside  the  works  of  the  Society, 
The  demand  for  these  publications  has  been  so  great  that  the  Society  has  issued  seven 
editions  of  volumes,  four,  five  and  six,  four  editions  of  seven,  eight,  nine  and  ten,  and  two 
editions  of  eleven  and  twelve.  These  books  are  in  constant  demand,  not  only  by  similar  socie- 
ties and  by  leading  libraries  throughout  the  United  States,  but  by  the  governments  and  great 
society  libraries  of  the  old  world.  Each  member  of  the  Society  is  entitled,  without  cost,  to 
these  publications  as  they  are  issued  by  the  Society. 

THE  CENTENNIAL  CELEBRATION 

The  Society  has  published  a  souvenir  volume  containing  the  entire  proceedings  of  the 
celebration,  held  under  the  auspices  of  the  Society  at  Chillicothe,  May  20  and  21,  1903,  of 
the  admis.sion  of  Ohio  into  the  Union,  which  occurred  on  March  1,  1803.  The  volume  of 
some  six  hundred  pages  contains  a  full  account  of  the  exercises,  with  illustrations  and  the 
speeches  compUte.     The  following  table  of  contents  will  indicate  the  value  of  the  work: 

History  of  the  Centennial. 

Celebration  of  the  Adoption  of  Ohio's  First  Constitution. 

Addi  esses  by  William  T.  McClintick  and  Daniel  J.  Ryan. 

Centennial  of  the  Admission  of  the  State. 

Oper.ing  Address.     Governor  George  K.  Nash. 

The  History  of  the  Northwest  Territory  to  tlie  Marietta  Settlement.  Hon.  Judson 
Harmon. 

The  History  of  the  Northwest  Territory  from  the  Marietta  Settlement  to  the  Organiza- 
tion of  the  State.     Prof.  Martin  R.  Andrews. 

The  Date  of  the  Admission  of  Ohio  to  the  Union  and  the  Great  Seal  of  the  State.  Judge 
Rush  R.  Sloane. 

Ohio  in  the  American  Revolution.     Hon.  Emilius  O.  Randall. 

The  Military  History  of  Ohio,  Including  the  War  of  1812.  General  Thomas  M.  Ander- 
son, U.  S.  Army. 

The  Military  History  of  Ohio,  from  the  War  of  1812,  Including  the  Civil  and  Spanish- 
American  Wars.     Gen.  J.  Warren  Keifer. 

Ohio  in  the  Navy.     Hon.  Murat  Halstead. 

The  Goverrors  of  Ohio  Under  the  First  Constitution.     Hon.  David  Mead  Massie. 

The  Governors  of  Ohio  under  the  Second  Constitution.     Hon.  James  E.  Campbell. 

Ohio  in  the  United  States  Senate.     Hon.  Joseph  B.  Foraker. 

Ohio  in  the  National  House  of  Representatives.     Gen.  Charles  H.  Grosvenor. 

The  Judiciary  of  Ohio.     Judge  Moses  M.  Granger. 

The  Industrial  Progress  of  Ohio.     Hon.  M.  A.  Hanna. 

The  Public  Schools  of  Ohio,     Hon.  Lewis  D.  Bonebrake. 

Universities  of  Ohio.     President  W.  O.  Thompson,  O.  S.  U. 

The  .Achievements  of  Ohio  in  the  'Care  of  Her  Unfortunate  Classes.  General  R. 
Brinkerhofl. 

The  Ohio  Presidents.     Thomas  Ewing.  Jr. 

Ethnological  History  of  Ohio.     General  B.  R.  Cowen. 

The  Pan  Taken  by  Women  in  the  History  of  Development  of  Ohio.  Mrs.  James 
R.  Hopley. 

The  Press  of  Ohio.     S.  S.  Knabenshue. 

Ohio  Literary  Men  and  Women.     Prof.  W.  H.  Venabh. 

Religious  Influence  in  Ohio.     Bi.shop  C.  C.  McCabe. 

Closing  Addresses  by  Governor  Charles  Foster  and  Bishop  B.  W.  Arnett. 

The  Centennial  Souvenir  Volume  is  sold  by  the  Society  at  $1.50,  postage  prepaid. 


EDUCATIONAL   HISTORY   OF   OHIO  261 


CLARK'S   CONQUEST 

The  Society  has  published  the  history  of  George  Rogers  Clark's  Conquest  of  the  Illinois 
and  of  the  Wabash  towns. 

From  the  British  in  1778  and  1779. 

With  sketches  of  the  earlier  and  later  career  of  the  conquest,  by  Consul  Wilshire 
Butterfield  (.author  of  the  "History  of  the  Discovery  of  the  Northwest  by  John  Nicolet,  in 
1()34 ;"  "History  of  the  Girtys;"  "History  of  Brule's  Discoveries  and  Explorations,  1610- 
1626,"  and  other  works). 

This  book  is  the  publication  of  the  manuscript  of  Mr.  Butterfield,  as  left  by  him  at  the 
time  of  his  death.  He  spent  many  years  upon  its  preparation,  and  it  is  without  doubt  the 
most  valuable  and  authentic  statement  of  Clark's  Conquest  that  has  been  published  in  so 
concise  and  complete  a  form. 

This  volume  is  sold  by  the  Society  for  $1.00,  postage  prepaid. 

ARCHAEOLOGICAl^    HISTORY   OF    OHIO 

The  Society  published  m  April,  1!)02,  an  "Archsological  History  of  Ohio,"  by  Gerard 
Fowke.     This  volume  contains  chapters  upon  the  following: 

Mound  Builders  :  The  various  theories  as  to  their  origin — enclosures  on  hills  or  level 
lands.  Mounds,  size,  situation,  contents,  similarities  and  differences.  Village  sites.  Cus- 
toms and  methods  of  life  of  Mound  Builders. 

Indians;  their  migrations,  their  manner  of  life;  their  various  stages  of  culture;  the  his- 
tory of  those  found  in  Ohio  at  its  settlement;  the  resemblance  in  the  features  of  their  work 
and  habits  to  the  remains  of  the  Mound  Builders. 

This  work  is  a  large  octavo  volume  of  760  pages  of  reading  matter,  and  is  fully  illus- 
trated witb  300  maps,  diagrams  and  reproductions  of  mounds,  forts,  etc.  Ohio  is  the  richest 
state  in  the  Union  in  archKological  material  and  resources,  and  this  work  is  not  only  of  the 
greatest  interest  to  people  in  Ohio,  but  of  inestimable  value  to  archaeological  students  through- 
out the  world. 

The  "Archaeological  History  of  Ohio"  is  sold  by  the  Society  at  $5.00,  postage  prepaid. 

The  Annual  Publications  of  the  Society  are  sold  at  $2.00  per  volume,  postage  prepaid. 

It  should  be  distinctly  understood  that  although  the  Society  is  under  state  auspices,  and 
is  'ostered  by  legislative  appropriations,  its  publications  are  not  for  free  distribution,  as  are 
the  reports  of  many  of  the  state  departments.  Its  publications  can  be  obtamed  only  by  pur- 
chase or  by  membership  in  the  Society. 

Educators  and  others  interested  in  the  history  and  archseology  of  Ohio  and 
the  "Middle  West"  will  find  life  membership  in  the  Society  an  inexpensive  and 
most  satisfactory  means  of  adding  to  their  private  libraries. 


CHAPTER  XXII 


OTHER   STATE   EDUCATIONAL   INSTITUTIONS 


OTHER   STATE    EDUCATIONAL    INSTITUTIONS 


THE   SCHOOL   OF  THE   SAILORS'   AND   SOLDIERS'   ORPHANS'   HOME 

CHERE  have  been  enrolled  in  the  schools  869  pupils.  523  boys  and  346 
girls,  457  of  these  were  in  school  all  day,  and  412,  one-half  of  each  day, 
spending  the  other  half  at  their  trades. 

There  are  twenty-nine  teachers  in  the  corps,  including  the  supply  teacher, 
and  the  special  teachers  of  drawing,  music,  physical  culture,  and  science.  The 
high  school  this  year  has  125  pupils,  of  which  29  are  seniors,  79  juniors,  and 
17  are  post-graduates.  The  last  named  class  is  composed  of  pupils,  who,  at 
their  own  request,  were  given  an  extra  year  in  order  to  continue  their  studies. 
An  advanced  course  is  given  these  pupils,  consisting  of  solid  geometry,  higher 
algebra,  Latin,  advanced  chemistry,  English  hi.story,  and  a  review  of  common 
branches.  Two  members  of  last  year's  class  are  this  year  attending  college; 
one  at  Muskingum  College  and  the  other  at  Case  School  of  Applied  Sciences  at 
Cleveland.  Another  boy  of  last  year's  class  is  taking  a  teacher's  course  in  a 
manual  training  school,  and  will  be  prepared  for  a  position  as  teacher  in  one 
year.  It  might  be  interesting  to  mention  here  that  several  boys  who  graduated 
two  years  ago  from  our  high  school  are  now  attending  different  colleges ;  as. 
Ohio  State  University,  Wittenberg,  and  Ohio  Wesleyan  University. 

Last  June,  20  pupils  were  graduated  from  the  high  school,  7  from  the 
school  of  stenography,  4  from  the  school  of  telegraphy,  and  14  from  the  school 
of  domestic  economy.  The  graduating  exercises  were  held  in  the  chapel  on  the 
evening  of  June  16.  at  which  time  diplomas  were  presented  to  all  of  these  classes. 
The  exercises  consisted  of  music  by  the  Home  clioir  and  the  Currie  orchestra, 
and  an  oration  by  each  member  of  the  high  school  class. 

The  school  of  domestic  economy  is  composed  of  the  school  of  cookery  and 
the  school  of  sewing,  cutting,  and  fitting.  The  girls  spend  two  half  days  of  each 
week  in  each  of  these  schools.  Within  the  last  year  there  have  been  enrolled  in 
this  department  95  girls :  50  girls  are  now  in  the  school ;  22  are  seniors,  40  are 
juniors,  and  6  are  post-graduates.  The  work  in  this  department  is  made  both 
practical  and  intellectual,  not  onl}-  training  the  hand  in  executing,  but  also  the 
mind  in  designing  and  planning.  The  first  year's  work  in  sewing  includes  prac- 
tice work  and  the  making  of  under-garments.  Tlie  studv  of  fabrics  is  also  taken 
up.  In  the  second  year  the  girls  studv  dressmaking  and  advanced  drafting  by 
the  Storey  Tailor  system,  each  girl  drafting  all  her  own  patterns.  Refore  a  girl 
can  be  a  graduate,  she  must  complete  in  addition  to  her  first  year's  practice  work, 
a  sampler,  six  pieces  of  underwear,  three  dresses,  and  write  a  paper  on  "Fabrics." 
The  clothes  made  in  this  department  form  each  girl's  personal  discharge  outfit. 

The  cooking  school  is  collecting  a  reference  library  and  has  a  number  of 
books  on  the  theory  and  practice  of  cooking. 


266  EDUCATIONAL   HISTORY   OF   OHIO 

The  work  in  the  school  of  stenography  is  mostly  miscellaneous  business  cor- 
respondence, practical  court  reporting  and  speed  work,  which  aims  to  give  the 
jnipils  all  forms  of  stenographic  work,  likely  to  be  found  in  any  kind  of  an  office. 

The  school  of  telegraphy  enrolls  16  pupils  —  6  seniors,  9  juniors  and  i  post- 
graduate. Of  the  four  graduated  from  this  school  last  June,  three  secured  posi- 
tions at  telegraphy  and  one  remains  in  the  school  as  a  post-graduate. 

The  school  library  continues  to  grow  in  size  and  usefulness.  We  have  now 
more  than  200  volumes  of  reference  books,  besides  50  sets  of  supplementary 
reading,  including  12  sets  of  Shakespeare's  dramas.  The  reference  books  are 
indispensable  in  making  our  instruction  broad  and  thorough.  We  have  a  good 
supply  of  the  classics,  which  the  special  teachers  of  English  use  in  their  work 
in  literature  and  rhetoric.  We  also  have  various  reference  books  to  supplement 
our  work  in  history,  geography,  language,  reading  and  nature  study.  We  realize 
that  nature  study  is  one  of  the  best  means  of  reaching  and  developing  child 
nature,  consequently  we  are  doing  much  work  along  this  line.  We  aim  to  study 
nature  from  nature  herself,  using  books  only  to  supplement  the  work.  Suitable 
material  is  gathered  from  various  sources  and  Ijrought  into  the  school  room. 
(Jur  Fchool  equipment  has  recently  been  enlarged  by  two  fine  sets  of  maps,  to 
be  used  in  the  work  in  ancient  and  medieval  history ;  also  a  stereoscopic  outfit 
consisting  of  17  dozens  of  stereographs  and  a  dozen  stereoscopes.  The  views 
are  selected  to  supplement  the  work  in  geography,  history,  literature,  etc. 

The  Pupils"  Reading  Circle  is  kept  up  in  all  our  schools.  The  work  is  made 
compulsory,  affecting  the  promotions  the  same  as  do  the  regular  studies.  One 
hundred  and  sixty  diplomas  were  given  last  year  to  pupils  who  had  completed 
the  full  four  years'  course  prescribed  by  the  State  Board  of  Control.  The  object 
of  this  organization  is  to  secure  for  pupils  a  better  class  and  a  greater  variety 
of  readmg  than  they  would  be  likely  to  select  for  themselves. 

Three  special  branches  are  taught  in  the  schools :  music,  physical  culture  and 
drawing.  Two  lessons  are  given  each  week  in  the  grammar  grades,  while  physical 
culture  and  drawing  are  carried  on  through  the  high  school.  In  the  all-day 
schools  the  regular  teacher  gives  one  practice  lesson  each  week  in  each  of  the 
special  branches.  We  have  had  one  year's  experience  without  a  special  teacher 
in  writing  and  bookkeeping,  this  work  being  done  by  the  regular  teachers.  I  am 
glad  to  report  that  the  work  has  not  suffered  in  either  of  these  branches  by  the 
change. 

Educators  recognize  more  and  more  that  the  hand  should  be  trained  to  aid 
in  developing  the  brain.  No  branch  of  education  has  gained  a  prominent  place 
in  our  best  schools  so  rapidly  as  has  manual  training.  The  energy  before  used, 
sometimes,  in  giving  trouble,  is  now  used  in  profitable  employment  of  the  hand 
and  brain.  While  skill  in  using  the  hands  is  developed,  something  better  is  also 
developed:  namely,  self-respect,  respect  for  labor,  power  to  think,  judgment,  the 
ability  to  see  and  to  express  thought. 

We  recognize  that  all  true  education  has  in  it  a  symmetrical  development 
of  the  intellectual,  the  physical,  and  the  moral.  To  this  end  we  place  great  stress 
on  our  work  in  physical  culture,  realizing  that  it  is  essential  in  the  development 
of  both  mind  and  bodv. 


EDUCATIONAL  HISTORY  OF  OHIO  267 

According  to  our  custom  for  several  years,  at  the  close  of  the  schools  last 
June,  all  the  grades  united  with  the  trades  in  giving  in  the  hall  an  exhihition 
of  the  year's  work.  This  gave  the  opportunity  to  show  the  public  the  different 
lines  of  work  we  are  doing  and  our  plans  and  skill  in  executing  them.  We  had 
a  great  many  visitors  from  Xenia  and  other  cities.  The  exhibit  consisted  of 
drawing,  writing,  manuscript  work  in  all  branches,  historical  maps,  production 
maps,  various  articles  illustrating  the  work  in  paper  cutting,  paper  weaving, 
hammock,  rug  and  mat  weaving,  clay  and  sand  modeling,  basketry,  mounted 
specimens  in  botany,  and  also  an  exhibit  of  work  from  the  stenography,  teleg- 
raphy, cooking  and  sewing  schools.  The  articles  exhibited  were  selected  from 
the  regular  work  which  has  already  been  done  in  the  schools,  nothing  having  been 
prepared  for  exhibition.  All  the  pupils  were  given  the  opportvmity  of  seeing 
the  exhibit,  which  undoubtedly  gave  them  a  higher  ideal  of  work  and  an  increased 
desire  to  do  their  best. 

The  grade  work,  if  brought  up  to  our  standard,  necessarilv  lays  great 
demands  on  every  grade  teacher.  Nothing  short  of  hard  and  faithful  work, 
both  in  school  and  out,  will  accomplish  it.  Our  aim  is  to  keep  our  schools  above 
the  mechanical  grinding  out  of  dry  lessons,  bv  searching  out  the  best  means  of 
enlarging,  vitalizing  and  enriching  the  work.  The  composition  work ;  the  rhe- 
torical exercises  in  the  grammar  and  high  school  grades ;  the  work  in  current 
events :  the  supplementary  work  done  in  geography,  history,  and  reading :  the 
primary  history  and  nature  work  in  the  primary  grades ;  the  observation  lessons 
and  weather  charts ;  the  daily  i^racticing  of  manual  and  all  special  work ;  the 
observance  of  special  days  by  prepared  programs,  etc.,  all  are  done,  as  a  whole, 
better  than  T  have  ever  seen  them  done  before. 

—  Dated  found  in  the  latest  report  of  T.  A.  Edwards.  Snperintcndent. 

THE   OHIO   STATE   SCHOOL   FOR   THE   BLIND 

The  institution  has  for  the  past  year  been  fulfilling  the  purpose  for  which  it 
was  founded.  Sixty-six  years  of  its  history  have  passed.  Two  thousand  two 
hundred  and  thirty-seven  pupils  have  been  connected  with  the  school  during 
these  years. 

.\11  departments  of  the  school  have  been  in  successful  operation  during  the 
last  term. 

We  have  searched  the  State  over  by  every  available  means  to  find  blind  per- 
sons who  ought  to  be  in  the  school.  I  believe  that  we  are  securing  the  attend- 
ance of  as  large  a  proportion  of  blind  persons,  of  school  age  and  of  sufficient 
mental  capacity,  as  we  could  expect  to  induce  to  enter  the  school.  A  few  are 
kept  at  home  by  the  indifference  of  parents,  or  by  their  indisposition  to  send 
their  children  away  from  home ;  a  mistaken  kindness  from  which  the  children 
will  suffer  in  after  years. 

I  have  applied  again  for  the  United  States  census  of  1900,  giving  the  num- 
ber of  blind  persons  in  the  state  and  country,  but  have  not  yet  received  it,  but 
have  the  promise  of  it  as  soon  as  it  is  ready  for  distribution.  We  admitted 
seventy  new  pupils  last  term  —  a  greater  number  than  was  ever  before  admitted 


268  EDUCATIONAL   HISTORY   OF   OHIO 


during  one  term.  Fifty-six  new  pupils  have  been  admitted  this  term,  making 
126  for  the  last  term  and  thus  far  this  term. 

Four  pupils  were  graduated  from  the  literary  department  last  term.  Quite 
a  number  whose  time  had  expired  or  who  had  finished  their  trades  have  termin- 
ated their  time  at  the  institution.  Many  who  have  gone  out  from  this  school 
have  worthily  faced  the  obstacles  to  success  which  a  blind  person  must  meet  and 
have  triumphed  over  them.  I  think  that  the  manhood  and  womanhood  devel- 
oped by  a  large  number  of  the  blind  of  Ohio  will  challenge  a  fair  comparison 
with  the  character  of  an  equal  number  of  students  sent  out  from  the  public 
schools  of  the  State. 

In  all  education  special  attention  should  be  given  to  training  in  four  direc- 
tions, viz.,  the  development  of  the  perceptive  powers,  the  judgment,  the  reason- 
ing faculties  and  the  will.  And  in  the  education  of  the  blind  these  special  lines 
of  training  need  to  be  kept  in  mind,  because  the  blind  are  more  dependent  upon 
the  helps  and  influence  of  others  than  are  seeing  students.  The  perceptive  power 
of  a  blind  person  is  lacking  in  the  whole  range  of  sight.  The  seeing  have  the 
five  senses  which  naturally  help  each  other  in  the  application  of  the  perceptive 
powers  to  external  objects.  The  blind  lack  the  sight  and  the  perception  of  the 
whole  range  of  qualities  which  the  sight  alone  can  give.  The  sight  is  the  great 
educating  sense,  .hence  the  blind  need  a  training  which  so  far  as  })ossiblc  shall 
make  up  for  this  deficiency.  The\-  should  have  a  training  of  the  ])erceptive 
faculties,  as  they  depend  upon  the  remaining  senses  for  their  successful  opera- 
tion. Hence  the  kindergarten,  manual  training  in  handicraft,  gymnastics,  the 
application  of  the  attention  through  hearing  and  touch,  the  leading  out  of  thought 
through  the  remaining  senses,  the  correction  of  bad  physical  habits  and  manners, 
teaching  to  sit  erect,  to  stand  erect,  and  to  walk  gracefully  and  independently  — 
all  these  things  concern  the  physical  and  mental  training  of  our  pu])ils  m  the 
line  of  their  perceptive  faculties,  enabling  them  so  to  use  their  available  bodily 
senses  in  physical  action  that  they  shall  be  free  from  awkward  and  unseemly 
motion,  and  at  the  same  time  have  called  out  in  the  most  efficient  manner  the 
power  to  know  and  to  think  through  the  senses. 

Another  important  department  of  education  is  the  training  of  the  judgment, 
or  the  power  of  estimating  correctly  the  relative  value  of  facts  and  principles. 
The  practical  business  of  life  depends  very  much  upon  accuracy  of  judgment  of 
men  and  things,  and  moral  character  also  depends  upon  a  correct  estimate,  or 
judgment,  of  right  and  wrong  conduct. 

The  reasoning  faculties,  or  the  faculties  by  which  we  draw  conclusions  from 
facts,  should  also  receive  their  due  share  of  attention  in  all  education.  Tf  there 
is  one  thing  lacking  in  the  mental  make-up  of  the  human  race  it  is  in  the  power 
or  disposition  to  draw  correct  conclusions,  and  the  blind  are  not  free  from  this 
failing.  In  schools  for  the  blind  the  tendency  is  to  memorize  without  thinking. 
True  memory  is  necessary  to  the  operation  of  the  reasoning  powers.  We  can- 
not reason  without  remembering  the  steps  of  the  process:  yet  the  memory  should 
be  the  auxiliary  of.  not  the  substitute,  for  reasoning. 

Education  is  gaining  power  by  means  of  acquiring  and  assimilating  knowl- 
edge.    As  the  athlete  makes  all  his  training  lead  up  to  one  purpose  of  power  to 


EDUCATIONAL  HISTORY  OF  OHIO  269 

do  what  must  be  done,  so  the  student  needs  to  use  all  his  study,  his  work,  his 
music,  for  the  one  great  purpose  of  producing  power  —  power  to  think  and  to  act. 

In  schools  like  this,  nothing,  perhaps,  is  needed  more  than  the  training  of 
will  power,  namely,  the  power  and  disposition  to  put  one's  self  in  action. 

Many  blind  persons  have  from  the  very  tendency  of  their  affliction  the 
quality  which  in  physics  is  called  inertia,  that  is,  the  inability  of  matter  to  set 
itself  in  motion.  In  the  human  being  we  call  it  lack  of  will.  Xow  will  power 
is  not  wilfulness ;  it  is  rather  the  ability  and  disposition  to  study,  to  think,  to 
act,  to  do  something  worth  while.  True  will  power  has  a  very  close  relation 
to  character.  "As  a  man  thinketh  in  bis  heart  so  is  he."  The  heart  is  the  bent, 
intention  and  purpose  of  the  man,  and  that  is  the  will  power  —  the  purpose  to 
select  the  right  course  rather  than  the  wrong.  It  is  a  weak  will  that  chooses  evil 
instead  of  good,  and  this  faculty  grows  weaker  by  every  choice  against  the  pro- 
test of  conscience.  As  the  human  body  was  made  for  health,  not  for  disease; 
so  the  rational  will  was  made  for  choosing  the  right  and  not  the  wrong.  In- 
deed the  imperial  will  of  man  is  degraded  from  its  high  prerogative  by  every 
low  and  unworthy  choice. 

The  education  of  our  schools  is  a  failure  if  our  pupils  are  not  induced, 
of  their  own  choice,  to  consider  right  motives  and  act  upon  them.  Especially 
in  the  education  of  the  blind  is  there  need  of  persuading  and  urging  the  pupil 
to  set  himself  about  his  work  or  study ;  to  choose,  to  think  and  to  act  efficiently. 
And  especially  in  the  line  of  right  motives  for  right  conduct  the  teacher  should 
by  precept  and  example  so  lead  and  guide  his  pupils  as  to  develop  a  permanent 
purpose  of  righteousness. 

I  know  that  in  a  boarding  school  there  are  likely  to  be  hindrances  to  the 
best  development  of  character.  There  is  the  pernicious  influence  of  unworthy 
persons,  which  cannot  be  entirely  eradicated.  It  may  be  so  secret  as  not  to  be 
discovered  till  much  mischief  is  done.  There  is  the  institution  sentiment  which 
may  sometimes  be  in  the  wrong  direction.  Wrong  headedness  and  wrong  hearted- 
ness  are  contagious  in  schools,  and  they  increase  the  difficultv  of  giving  right 
direction  to  the  thought  and  feeling  of  the  individual  pupil  as  well  as  to  the 
mass  of  the  school.  Also  the  peculiar  crookedness  of  disposition  of  some  indi- 
viduals is  something  to  be  reckoned  with  in  all  school  training.  The  teacher 
should  exercise  tact  and  wisdom  in  meeting  and  counteracting  these  hindering 
tendencies  and  in  bringing  the  best  thought,  purpose,  and  nature,  of  the  pupil 
up  to  their  place  of  control  over  all  lower  motives. 

—  From  the  reports  of  G.  L.  Siiiead.  Superintendent. 

HISTORY   OF  THE  EDUCATION   OF  THE  DEAF  IN   OHIO 

The  Ohio  Institution  for  the  Education  of  the  Deaf  and  Dumb,  located  at 
Columbus,  Ohio,  was  the  fifth  founded  in  the  United  States.  The  Institutions 
at  Hartford,  Conn.,  New  York  City,  Philadelphia  and  Danville,  Ky.,  preceded 
in  the  order  named.  Preliminary  steps  for  the  education  of  deaf  children  were 
taken  as  early  as  1821  by  the  founding  of  a  school  at  Cincinnati.  It  was  intended 
to   furnish   an   opportunity   for  the   education   of  all   deaf  children   west  of   the 


270  EDUCATIONAL  HISTORY   OF   OHIO 

Alleghany  mountains.  Its  first  Principal  was  Rev.  James  Chute,  who  had  pre- 
pared himself  in  the  Hartford  school  for  this  work.  Several  deaf  children  had 
been  sent  from  Ohio  to  Hartford,  Conn.,  prior  to  this  time  and  it  proved  such 
a  great  hardship  upon  the  parents  that  public  sentiment  was  favorable  to  the 
founding  of  an  institution  nearer  home.  The  township  assessors  were  required 
in  1822-23  to  report  to  County  Auditors,  and  through  these  to  the  Department 
of  State,  the  number  of  deaf  children  in  Ohio.  It  was  found  that  more  than 
200  were  of  school  age. 

About  this  time,  Rev.  James  Hoge,  D.  D.,  a  Presbyterian  of  Columbus, 
Ohio,  became  greatly  interested  in  this  matter  and  prepared  an  extensive  mem- 
orial, signed  by  a  great  many  prominent  citizens,  to  the  legislature  of  the  state. 
Governor  Morrow  became  interested  and  called  the  attention  of  the  legislature 
to  the  righteous  demands  of  the  people  for  the  education  of  their  defective  chil- 
dren. In  1827  the  legislature  provided  for  the  founding  of  such  a  school,  allow- 
ing one  pupil  from  each  judicial  district  at  an  annual  cost  of  not  exceeding 
$100  and  permitting  three  years  of  instruction. 

After  much  discussion,  the  Hoard  of  Trustees  recommended  that  the  Insti- 
tution be  located  at  Columbus,  Ohio,  the  most  central  point.  In  1829  the  legis- 
lature made  the  necessary  appropriations  to  establish  said  school  and  in  the  same 
year  the  school  was  opened  in  rented  property  at  the  corner  of  High  and  Broad 
Streets,  Columbus,  Ohio.  Only  one  pupil  was  present  on  the  opening  da>, 
Samuel  Flenniken.  At  the  close  of  the  year,  however,  ten  pupils  had  been 
registered. 

The  first  Board  of  Trustees  were  Rev.  James  Hoge,  Hon.  Gustavus  Swan, 
Hon.  Thomas  Ewing,  Rev.  William  Graham,  Rev.  William  Burton,  Hon.  John 
H.  James,  Hon.  Thomas  D.  Webb,  and  Hon.  Samuel  Clark.  The  Governor  of 
the  State  was  ex-officio  President  of  the  Board  of  Trustees.  The  first  Super- 
intendent was  Rev.  Horatio  N.  Hubble.  He  served  in  this  capacitv  for  almost 
twenty-five  years. 

Ten  acres  of  ground  were  purchased  on  Town  street  and  Washington  avenue 
at  a  cost  of  $300.00  with  the  provision  that  they  were  to  be  used  exclusively  for 
the  education  of  the  deaf.  In  1834  the  buildings  were  ready  for  occupancy  and 
the  little  school  moved  into  them. 

A  few  years  before,  a  small  school  was  started  at  Tallmadge,  Summit  County, 
and  was  taught  by  Colonel  Smith.  It  was  only  temporary,  however,  and  when 
the  new  Institution  was  started,  and  possibly  before,  the  school  was  abandoned. 
Eleven  pupils  were  enrolled  in  it. 

The  Institution  lias  always  been  supported  by  direct  a])i)ro]3riations,  as  all 
other  expenses  of  the  state,  are  paid.  The  time  of  pupilage  was  originallv  three 
years,  hut  has  been  gradually  extended  until   now   it  is  twelve  years. 

The  whole  number  of  pupils  enrolled  in  the  first  seventy-five  years  is  3,245. 
The  annua!  enrollment  at  present,  1904,  is  approximately  600.  with  an  average 
daily  attendance  of  a  little  more  than  500. 

The  present  cost  of  all  expenses  of  maintaining  the  school  is  $120,000,  per 
year.     The  number  of  teachers  engaged  in  the  school,  including  Principal  and 


EDUCATIONAL  HISTORY  OF  OHIO  271 

special  teachers  of  gymnasium  and  art,  is  forty.  There  are  nine  persons  engaged 
in  teaching  trades. 

The  course  of  study  covers  twelve  years,  including  two  years  in  the  High 
School,  and  corresponds  to  about  ten  years  in  the  public  schools.  Such  of  the 
graduates  as  desire  may  enter  Gallaudet  College  at  Washington,  D.  C,  the  only 
college  for  the  deaf  in  the  world.  As  a  part  of  the  children's  education  the 
following  trades  are  taught  to  them : 

Printing,  tailoring,  shoemaking,  carpentry,  book-binding,  sewing,  cooking, 
baking,  fancy  needle  work  and  art  work.  In  all  of  these  trades  practical  work 
is  done,  so  the  graduate  may  go  out  and  earn  his  or  her  living. 

For  a  great  manv  years  after  the  founding  of  the  school,  all  education  was 
conducted  in  conventional  signs  and  finger  spelling.  Later,  a  great  many  of  the 
children  were  taught  to  speak  and  read  the  lips,  and  one-half  of  the  ciiildren  are 
now  being  educated  by  what  is  known  as  the  oral  method. 

In  1^61  the  State  provided  for  a  new  building  at  a  cost  of  $650,000.  It 
was  completed  in  1867  and  it  is  a  large,  beautiful  brick  facing  Tov.'n  Street,  and 
has  a  capacity  for  500  pupils  and  75  officers  and  employes.  In  1898-99  a  new 
school  building  was  erected.  It  is  one  of  the  best  in  the  world,  having  besides 
fifty  well  lighted  and  well  ventilated  rooms,  an  art  room,  sewing  room,  gymna- 
sium, shower  baths,  swimming  pools,  cooking  rooms,  lavatory  and  laboratorx 
rooms. 

The  following  men  have  served  as  Superintendents : 

Horatio  X.  Hubble 1829- 185 t 

Josiah  Addison  Gary 1851-1852 

Collins  Stone   1852-1863 

George   Ludington    Weed 1863- 1866 

Gilbert    Otis    Fay 1866-1880 

Charles   Strong  Perry 1880-1882 

Amassa  Pratt   1882-1890 

James   Wilson   Knott 1890-1892 

Stephen  Russel  Clark 1892- 1894 

William   .Stuart   Eagleson 1894-1895 

John  William  Jones 1895- 

Dr.  Robert  Patterson,  a  deaf  man  and  a  graduate  of  the  school  and  also  of 
Gallaudet  College,  has  had  charge  of  the  school  as  Principal  for  the  past  four- 
teen years.  There  are  also  nine  other  graduates  of  the  school  engaged  as 
teachers.  Most  of  these  have  completed  their  education  in  Gallaudet  College. 
Two  other  graduates  of  the  school  are  teaching  printing  and  shoe-making. 
These  are  all  living  testimonies  of  the  grand  work  the  Institution  has  done. 

The  Alumni  Association  of  the  Institution  holds  its  meetings  every  three 
years  and  ex-pupils  from  all  over  the  state  and  from  out  of  the  state  attend 
the  meetings.  They  are  very  enthusiastic  gatherings  and  are  composed  of  a 
great  many  intelligent,  industrious  and  well-to-do  people,  who  are  making  their 
living  with  as  much  ease,  comparativelv,  as  their  hearing  brothers.     One  out- 


272  EDUCATIONAL  HISTORY  OF  OHIO 


growth  of  this  association  is  the  Home  for  the  Aged  and  Infirm  Deaf  at  Central 
College,  Ohio.  It  was  established  by  the  deaf  people  of  the  state  and  is  sup- 
ported entirely  by  contributions  solicited  by  them.  It  takes  out  of  county  in- 
firmaries such  old  deaf  and  dumb  persons  as  may  be  found  there  and  brings 
them  into  this  home  where  they  can  associate  with  each  other  and  converse 
with  each  other  in  a  language  they  understand.  This  is  also  a  strong  evidence 
of  the  good  the  Institution  has  done. 

The  school  works  under  a  printed  course  of  study,  which  is  very  complete 
and  very  helpful.  Graduating  exercises  are  conducted  at  the  close  of  each  year 
and  several  pupils,  who  have  completed  the  course  of  study,  are  graduated. 
Chapel  exercises  are  held  each  morning  for  ten  or  fifteen  minutes,  at  which  one 
of  the  male  teachers  presides  and  delivers  a  short  address.  Sunday-school 
services  are  conducted  by  the  respective  teachers  in  their  rooms  each  Sunday 
morning,  and  in  the  afternoon  special  services  are  held  in  the  chapel,  at  which 
an  address  on  some  topic  not  sectarian  is  delivered.  The  larger  children  are 
organized  into  a  Christian  Endeavor  Society,  which  meets  each  Sabbath  evening, 
and  the  younger  children  are  organized  into  a  Junior  Christian  Endeavor.  These 
meetings  are  well  attended,  though  voluntary,  and  are  very  interesting. 

There  are  two  literary  societies,  one  for  the  boys  and  one  for  the  girls,  and 
one  society  for  both  boys  and  girls.  Each  society  has  its  own  library  and 
librarian  and  the  records  are  accurately  and  neatly  kept. 

The  sports  connected  with  the  school  are  such  as  are  found  in  High  Schools 
and  colleges.  Great  interest  is  taken  in  base  ball,  football,  basket  ball  and  gym- 
nastic work.  The  Independent  football  and  base  ball  teams  have  won  quite  a 
reputation  in  contests  with  High  Schools  and  second  college  teams  throughout 
the  state. 

In  addition  to  such  education  as  this  Institution  furnishes  to  deaf  children, 
there  are  several  day  schools  for  the  deaf  in  Ohio.  The  day  school  for  the 
deaf  in  Cincinnati  gives  instruction  to  about  forty  children  each  year,  and  also 
the  one  in  Cleveland  to  possibly  fifty  children.  There  is  a  small  day  school  of 
four  or  five  children  at  Dayton,  and  also  at  Elyria  and  Canton.  These  furnish 
an  opportunity  for  these  children  to  remain  with  their  parents  while  young,  and 
many  of  them,  when  they  are  older,  come  to  the  Institution  for  further  educa- 
tion and  to  learn  a  trade.  These  day  schools  are  operated  as  the  other  schools 
in  these  cities  and  are  in  no  way  under  the  direction  of  the  Institution. 

—  By  J.  JV.  Jones,  Superintendent. 

INSTITUTION  FOR  THE  EDUCATION   OF  IMBECILE  YOUTH 

The  sum  of  material  in  reach  for  a  sketch  of  this  institution  is  a  copy  of  the 
latest  report  thereof.  There  is  no  other  educational  institution  which  brings  be- 
fore the  reader's  consciousness  such  questions  as  this.  Its  purpose  in  the  present 
is  humanity  itself.  Its  appliances  are  the  fruit  of  the  best  teachings  of  modern 
science.  Its  pedagogic  methods  are  based  on  humanity's  revelation  of  itself  to- 
itself.     Still,  so  far    as  the  incurables  are  concerned,  the  questions  do  not  down. 


EDUCATIONAL  HISTORY   OF  OHIO  273 

The  number  of  inmates  in  the  institution  since  the  date  of  the  last  report 
has  been  twelve  hundred  and  thirty-nine  —  seven  hundred  and  twenty-five  boys, 
five  hundred  and  fourteen  girls. 

School  and  industrial  training  has  been  kept  up  throughout  the  year,  for- 
warding the  work  on  the  new  building  l^eing  the  main  object.  The  placing  of 
the  tile  for  the  floors  of  the  hospital  group  and  the  ciistodial  buildings  for  women 
at  Columbus,  making  one  hundred  and  sixteen  thousand  square  feet,  has  been 
completed,  and  we  are  now  commencing  that  for  the  building  for  males  at  the 
custodial  farm.  This  has  been  a  tedious  work,  but  when  it  is  considered  that 
the  more  than  one  hundred  and  sixteen  thousand  square  feet  is  made  up  by 
placing  one-half  inch  pieces  in  designs,  with  the  sanitary  provisions,  as  well  as 
the  indestructibility,  it  seems  it  has  more  than  compensated  for  the  time  and  labor 
expended  to  secure  it. 

This  institution  was  established  in  the  year  1857,  '\^'  the  General  Assembly 
of  the  State  of  Ohio,  and  located  near  the  city  of  Cohmibus. 

Its  object  is  to  furnish  special  means  of  improvement  to  that  portion  of  our 
youth  who  are  so  deficient  in  mind  or  have  such  marked  peculiarities  and  eccen- 
tricities of  intellect  as  to  deprive  them  of  the  benefits  of  other  educational  institu- 
tions and  ordinary  methods  of  instruction. 

The  education  proposed  \\  ill  not  only  include  the  simple  elements  of  instruc- 
tion taught  in  common  schools,  where  that  is  practicable,  but  will  embrace  a 
course  of  training  in  the  more  political  matters  of  every-day  life,  the  cultivation 
of  habits  of  cleanliness,  propriety,  self-management,  self-reliance  and  the  de- 
velopment and  enlargement  of  a  capacity  for  useful  occupation.  As  promotive 
of  these  objects,  pupils  will  receive  such  physical  education,  and  such  medical, 
moral  and  hygienic  treatment  as  their  peculiar  and  varied  conditions  demand. 

Idiocy  and  mental  imbecility  depend  upon  some  abnormal  or  imperfectly 
developed  condition  of  the  physical  system  —  a  condition  in  which  the  nervous 
organization  is  especially  defective  —  preventing  the  harmonious  and  natural 
development  of  the  mental  and  moral  powers. 

Idiots  and  imbeciles  are  feeble  in  body  as  well  as  in  mind.  They  are  want- 
ing in  muscular  and  nervous  power,  the  gait  and  voluntary  movements  are  gen- 
erally awkward  and  slow,  and  the  special  senses  undeveloped  or  inactive. 
Physical  training  and  physical  development  will,  therefore,  be  essential  to  perma- 
nent mental  improvement,  and  hence  the  importance  of  gymnastic  and  calisthenic 
exercises  in  treatment.  The  reciprocal  influence  of  the  body  over  the  mind,  and 
the  mind  over  the  body,  must  be  carefully  studied  and  applied.  The  dormant 
energies  of  the  body  must  be  roused  to  action  by  every  possible  means.  The 
wayward  muscles  are  to  be  taught  to  move  in  obedience  to  the  dim  spark  of  will 
that  may  exist,  which  will  must  be  strengthened  and  developed.  The  very  feeble 
power  of  attention  must  be  cultivated  and  increased  by  the  most  attractive  means. 
The  aiifections  mu.st  be  nursed  —  the  sjiecial  senses  trained  and  educated  — 
vicious  habits  are  to  be  corrected,  and  the  idea  of  obedience  and  mora!  obliga- 
tion nnist  be  planted  and  nourished. 

Some  feeble-minded  youth  give  evidence  of  slight  chronic  irritation  of  the 
brain,  obscure  delusions  and  other  marks  of  partial  insanity,  or  iiiciita!  derange- 


274  EDUCATIONAL  HISTORY   OF  OHIO 

inent,  rather  than  idiocy.  Such  cases  cannot  be  properly  treated  by  the  family 
physician  at  home,  and  should,  therefore,  be  removed  to  some  institution  where 
they  can  receive  that  treatment  and  training  best  adapted  to  their  restoration. 

Some  who  were  merely  backward  and  remain  undeveloped  from  being  mis- 
understood, neglected  or  abused  can,  by  special  means,  be  brought  out  and  re- 
claimed. Others  can  be  arrested  on  their  downward  course,  and  made  orderly, 
obedient,  afifectionate,  docile  and  industrious ;  and  nearly  all  can  be  materially 
improved  in  their  general  condition  and  habits.  But,  in  order  to  secure  the  reali- 
zation of  these  blessings  to  this  afflicted  class,  they  nnist  have'  that  special  care, 
treatment  and  instruction  which  cannot  be  obtained  in  the  family  at  home,  or 
in  private  medical  practice,  or  by  any  of  the  ordinary  methods  of  instruction, 
but  only  in  some  well-directed  institution,  arranged,  furnished,  and  organized 
for  the  accomplishment  of  these  special  objects. 

Where  there  is  partial  insanity,  or  marks  of  existing  nervous  irritation,  or 
other  disease,  medical  or  other  appropriate  treatment  will  be  applied.  Each  indi- 
vidual case  will  be  a  study  and  must  be  treated  as  its  peculiarities  demand. 

Children  between  (he  ages  of  six  and  fifteen,  who  are  idiotic  or  so  peculiar 
or  deficient  in  intellect  as  to  be  incapable  of  being  educated  at  any  ordinary 
school,  and  who  are  not  epileptic  or  greatly  deformed,  may  be  admitted  by  the 
superintendent.  Application  in  behalf  of  others  shall  be  referred  to  the  action 
of  the  board  of  trustees. 

The  parents  or  next  friends  of  those  in  whose  behalf  applications  are  made 
for  admission  as  pupils,  are  expected  to  make  answers  in  writing  to  such  ques- 
tions as  the  superintendent  may  prescribe. 

Commodious  buildings,  in  a  healthy  and  accessible  location,  and  a  special 
system  of  instruction,  training  and  management  render  this  institution  a  desir- 
able residence  for  all  children  deficient  in  mind  or  with  marked  eccentricities  and 
peculiarities  of  intellect. 

All  pupils  will  be  expected  to  come  provided  with  a  supply  of  neat  and  sub- 
stantial clothing  adequate  for  the  first  six  months.  A  bond  will  be  required 
in  all  cases  to  insure  the  clothing  and  removal  of  the  pupil,  when  required  by  the 
superintendent,  free  of  expenses  to  the  institution. 

There  will  be  a  vacation  during  the  months  of  July  and  August,  unless 
otherwise  directed  by  the  Board,  at  which  periods  all  jnipils  must  be  removed 
by  the  parents  or  guardian,  unless  otherwise  directed  by  the  superintendent. 

BOARD    OF    TRUSTEES 

R.  Meh-\ffev,  Herring.  W.  E.  H.wnks,  Fremont. 

A.  P.  Baldwin,  Akron.  Boyd  Vincent,  Cincinnati. 

James  J.  Hooker,  Cincinnati. 

SUPERINTENDENT 
GUSTAVUS  A.   DOREN. 


EDUCATIONAL  HISTORY   OF  OHIO  275 

THE  BOYS'  INDUSTRIAL  SCHOOL 

A  euphemism  is  sometimes  a  good  thing  and  the  present  name  is  better  than 
the  old  one,  though  the  "industry,"  is  at  first  likely  to  be  involuntary.  That, 
however,  is  a  truth  of  very  general  application,  the  "Mighty  differ"  being  in 
the  compelling  force. 

This  one  of  Ohio's  institutions  for  the  education  of  some  of  her  oncoming 
citizens  was  established  in  1856,  and  the  first  commissioners  were  Charles  Reme- 
lin  of  Cincinnati,  John  A.  Foot  of  Cleveland,  and  James  D.  Ladd  of  Steuben- 
ville. 

After  visiting  all  the  kindred  institutions  in  this  country  and  finding  them 
all  of  the  walled-in  class,  Mr.  Remelin  went  to  Europe  and  inspected  those  of 
France  and  Germany,  and  was  pleased  best  with  the  Colonic  de  Mettray,  in  the 
former  country.  It  is  on  the  cottage  plan  and  in  the  hill  country.  The  Boys' 
Industrial  School  was  modeled  after  the  Mettray  institution,  the  first  on  that 
plan  in  the  United  States.  It  is  located  a  few  miles  from  Lancaster,  Ohio,  upon 
a  farm  of  over  twelve  hundred  acres,  among  the  Hocking  hills. 

As  the  first  acting  commissioner  Mr.  Remelin  opened  school  with  twelve 
boys  from  the  Cincinnati  House  of  Refuge.  He  served  from  1856  to  J  859 
when  he  was  succeeded  by  Mr.  George  Howe,  who  held  the  position  for  nineteen 
years.  John  C.  Hite,  Col.  G.  S.  Innis,  Charles  Douglas,  D.  M.  Barrett,  C.  D. 
Hilles  and  Col.  C.  B.  Adams  have  been  the  succession  since. 

The  records  show  that  eleven  thousand  four  hundred  and  seventy-four  have 
been  enrolled  since  the  beginning  and  the  present  enrollment,  1905,  is  about 
nine  hundred.  The  records  indicate  that  about  three  out  of  four  make  good 
citizens  when  sent  out. 

The  school  was  an  experiment  at  first.  The  people  simply  permitted  it  to 
exist.  Since  its  usefulness  has  been  proved  it  is  looked  kindly  upon  and  dealt 
with  generously.  It  has  paved  streets,  excellent  water  and  sewage  systems,  a 
brick  sub-way  for  circulating  steam  and  water,  and  a  power  and  light  generating 
plant. 

Soon  after  donning  the  uniform  of  the  school  each  boy  is  assigned  to  his 
place  in  school,  and  his  powers  find  exercise  in  school  one-half  of  the  day  and  at 
manual  labor  the  other  half.  The  course  of  study  is  about  the  same  as  in  other 
elementary  schools,  and  much  of  the  old-time  respect  for  the  three  "R's"  is. 
shown.  His  desire  to  write  his  monthly  letter  home  in  creditable  fashion  sup- 
plies the  needed  stimulus  in  making  that  art  his  own. 

The  manual  training  department  is  conducted  on  the  practical  plan,  and 
all  vocations  common  to  a  village  of  a  thousand  inhabitants  are  followed  by 
the  boys.     Its  scope  is  rather  intensive  than  extensive. 

Nature  study  also  takes  a  practical  turn,  and  those  engaged  in  the  culti- 
vation of  flowers,  fruits,  and  vegetables,  grow  into  an  interest  in  their  habits, 
their  needs  and  their  enemies,  their  success  or  their  failure.  A  ramble  among 
the  trees,  to  see  the  birds  and  other  people  who  live  there,  is  greatly  coveted, 
and  the  boys  by  good  behavior  will  pay  for  it  in  advance. 


276  EDUCATIONAL  HISTORY  OF  OHIO 

Deprivation  of  play  and  of  visits  by  friends,  additional  demerits,  and,  finally, 
if  there  is  need,  corporal  punishment  follow  misconduct  in  deliberate  procession. 

A  boy  goes  to  this  place  on  an  indeterminate  sentence  and  every  induce- 
ment to  well  doing  is  presented  that  he  may  cancel  the  array  of  demerits  with 
which  he  is  indebted  at  his  initiation. 

Games  are  an  important  factor  in  this  benign  scheme  to  cheat  Satan  out  of 
the  aid  of  his  partner  Idleness,  while  the  ethic  and  the  esthetic,  which  lurk  some- 
vvhere  in  every  human  soul  are  not  neglected. 

—  Data  mainly  furnished  by  Henry  V.  Merrick,  Superintendent. 

GIRLS'  INDUSTRIAL   HOME 

T.   F.  DYE,   SUPERINTENDENT. 

According  to  the  records  here  the  Ohio  State  Reform  and  Industiral  School 
for  Girls  was  created  by  an  act  of  the  Legislature  passed  May  5,  1869,  author- 
izing the  Governor  to  appoint  and  commission  five  Trustees  in  whom  the  govern- 
ment of  the  school  should  be  vested. 

It  further  authorized  these  trustees  to  purchase  the  property  known  as  the 
"Ohio  White  Sulphur  Springs,"  situated  in  Delaware  county,  Ohio,  for  the  pur- 
poses of  said  school. 

The  first  trustees,  appointed  by  Governor  Hayes,  were  Rev.  Dr.  Merrick  and 
A.  Thompson,  Esq.,  of  Delaware ;  Hon.  Stanley  Mathews,  Cincinnati ;  M.  D. 
Leggett.  Zanesville;  and  C.  Wagoner,  Esq.,  of  Toledo. 

The  purchase  was  efl^ected,  and  on  August  31st,  1869,  John  Nichols  was 
appointed  Superintendent  and  Mrs.  Mary  Nichols  matron.  Superintendent 
Nichols  and  Mrs.  Nichols  arrived  at  the  institution  and  began  their  work  on 
October  ist,  1869.  On  November  4th  of  the  same  year  the  first  pupil  was  received 
into  the  institution. 

Upon  the  opening  of  the  institution  the  buildings  then  on  the  grounds  were 
used  as  homes  for  the  inmates  and  employes,  but  on  February  24,  1874,  a  number 
of  the  buildings  then  in  use  were  destroyed  by  fire.  These  buildings  were  replaced 
by  substantial  brick  structures,  and  from  time  to  time  new  buildings  were  added 
until  at  the  present  time  we  have  eight  cottages,  the  administration  building,  a 
ten  room  school  building  and  a  hospital. 

The  object  of  this  institution  is  to  instruct,  employ  and  reform  evil-disposed, 
incorrigible  and  vicious  girls.  Girls  are  received  here  between  the  ages  of  nine 
and  sixteen  years,  and  remain  subject  to  the  rules  and  management  of  the  insti- 
tution until  they  have  attained  the  age  of  twenty-one.  Every  effort  is  put  forth 
to  strengthen  a  girl  physically,  mentally  and  morally. 

The  institution  is  run  on  the  cottage  plan;  the  work  is  done  by  the  girls 
under  the  direction  of  the  officers.  At  the  head  of  each  cottage  there  is  a  matron, 
a  housekeeper  and  a  teacher.  The  morning  is  devoted  to  the  performance  of 
household  duties  and  the  meeting  of  the  special  classes  —  sewing,  basketry,  music, 
stenography,  and  domestic  science.  The  afternoon  and  evening  are  devoted  en- 
tirelv  to  school  work,  all  the  girls  being  required  to  attend  school  every  day.  The 
schools  are  graded  and  compare  favorably  with  the  best  in  the  state.     Upon  the 


EDUCATIONAL  HISTORY  OF  OHIO  2^7 


completion  of  our  school  course  pupils  are  ready  to  enter  the  hest  high  schools  of 
the  state.  The  course  of  instruction  is  orthography,  reading,  writing,  arithmetic, 
geography,  grammar,  U.  S.  history,  vocal  mufic,  map  drawing,  physiology,  lit- 
erature. 

We  have  an  average  enrollment  of  315. 

OHIO  STATE  REFORMATORY 

The  law  creating  the  Intermediate  Penitentiary  was  enacted  April  14.  1884. 
It  had  been  introduced  into  the  senate  by  the  Hon.  Elmer  White  of  Toledo,  and 
was  championed  in  the  house  by  the  Hon.  Allen  O.  Myers  of  Columbus.  It 
passed  both  houses  without  serious  opposition.  Its  passage  was  helped  by  the 
fact  that  under  the  Scott  law  there  had  accumulated  a  large  surplus  revenue  in 
the  State  treasury. 

Section  2  of  the  act  alluded  to  above  j^rovided  that  for  the  purpose  of  carry- 
ing it  into  effect  there  shall  be  appropriated  for  the  years  1884  and  1885  ten  per 
centum  of  all  the  moneys  secured  under  the  Scott  law,  "an  act  further  providing 
against  the  evils  resulting  fronj  the  traffic  in  intoxicating  liquors." 

For  the  year  1884  from  this  ten  per  cent,  there  accrued  over  $53,000. 

After  two  or  three  mendings,  the  last  in  1891,  the  board  of  directors  consisted 
of  six  members,  that  it  might  be  divided  equally  by  the  party  wall. 

The  original  board  spent  a  year  in  considering  the  question  of  a  location. 
The  points  of  advantage  were  healthfulness,  pure  water,  nearness  to  railroads, 
drainage,  cheapness  of  material  and  maintenance,  cheapness  of  land.  They  finally 
settled  upon  Alansfield,  and  the  day  of  the  laying  of  the  corner  stone,  November 
4,  1886,  was  Mansfield's  day  indeed. 

A  decided  stay  of  proceedings  was  encountered,  at  least  a  dimming  of  any 
hopes  for  a  rapid  forwarding  of  the  prospect,  when  in  the  autumn  of  1884  the 
Supreme  Court  had  held  the  Scott  law  unconstitutional,  but,  as  it  also  held  that 
the  taxes  collected  could  not  be  refunded,  the  board  had  a  small  sum  to  begin 
with. 

But  only  "to  begin,"  and  the  question,  whence  the  funds  to  continue  with 
was  answered  by  "a  ten  years'  fight  for  the  very  life  of  the  institution,"  the 
opposition  to  the  institution  taking  the  form  of  propositions  in  the  legislature 
to  divert  it  from  its  original  purpose.  One  of  these  was  the  transfer  to  Mans- 
field of  the  Boys'  Industrial  School,  and  one  of  the  reasons  for  the  transfer  was 
the  alleged  barrenness  of  the  Fairfield  coimty  location.  A  speaker  illustrated 
his  notion  of  the  lack  of  fertility  there  by  an  application  of  Gov.  Tom  Ford's 
picture  of  Arizona — "a  tract  so  bare  that  a  buzzard,  taking  wing  across  it,  would 
carry  a  supply  of  food  in  a  knapsack." 

Gen.  R.  Brinkerhoff,  one  of  the  institution's  stanchest  friends,  through  thick 
and  thin,  seconded  by  Mr.  C.  N.  Gaumer,  representative  from  Richland  county 
in  the  legislature,  extended  something  between  a  challenge  and  an  invitation 
to  the  committee  on  finance,  and  to  as  many  other  members  as  cared  to  go,  to 
make  a  journey  by  special  train  to  Elmira,  N.  Y.,  and  inspect  the  Reformatory 
there. 


278  EDUCATIONAL  HISTORY  OF  OHIO 


This  invitation  was  accepted.  A  majority  of  botii  houses  went.  Mansfield 
saw  to  it  that  they  went  not  alone.  The  situation  at  Mansfield  was  inspected, 
and  the  great  institution  at  Elmira. 

The  fruits  of  this  fine  object  lesson  were  an  appropriation  of  $180,000  and 
a  new  bill,  similar  to  the  New  York  statute,  prepared  by  Gen.  Brinkerhoff,  and 
introduced  by  Senator  W.  S.  Kerr,  'mssed  both  houses  of  the  General  Assembly. 

After  the  enactment  of  this  law  it  was  no  longer  a  penitentiary,  but  the 
"Ohio  State  Reformatory :"  not  a  place  primarily  of  punishment,  but  a  place 
where  everything  possible  should  be  done  to  induce  the  transgressor  to  turn  a 
leaf  and  begin  again. 

Pursuant  to  the  new  law  the  appointed  a  board  of  six  directors,  as  has  been 
said:  F.  M.  Marriott,  B.  F.  Crawford,  E.  H.  Keiser,  George  G.  Washburne, 
S.  F.  Limbert,  and  Lee  C.  Lake. 

In  this  greatly  abbreviated  story  most  of  the  engagements  in  the  "ten  years' 
fight"  have  been  omitted. 

"For  centuries  the  most  common  method  employed  to  protect  society  was 
imprisonment  in  a  general  place  of  confinement,  into  which  all  the  weak,  wicked 
or  broken  offenders  were  cast  without  reference  to  age,  sex,  or  character  of  the 
offense  committed,  the  only  classification  being  as  to  length  of  sentence."  This 
treatment  of  the  prisoner  was  based  on  the  belief  that  once  a  criminal,  always  a 
criminal.  These  great  prisons  necessarily  became  schools  of  vice,  from  which 
men  and  women,  with  less  of  conscience  but  more  of  cunning,  went  forth  to  prey 
again  upon  society." 

Lender  a  more  human  dispensation  it  is  recognized  that  society  can  give 
itself  more  complete  protection  by  taking  the  youthful  criminal  in  its  strong  hand, 
separating  him  from  the  influences  that  have  at  least  helped  to  make  him  what 
he  is,  and  afford  him  every  opportunity  to  make  a  fresh  start  and  a  better  one. 

The  report  of  the  board  of  managers  —  1903  —  relates  that  the  employment 
of  professional  teachers  has  greatly  increased  the  efficiency  of  the  schools,  and 
that  opportunity  is  given  all  inmates  for  industrial  activity  during  one  half  of 
each  day,  while  the  other  half  is  devoted  to  school  studies  and  other  reformatory 
methods  of  training  and  development. 

"The  two  new  trade-school  shops  are  now  completed,  and  steps  have  been 
taken  to  inaugurate,  without  delay,  systematic  industrial  training  to  go  hand  in 
hand  with  the  academic  studies  of  the  school."  There  is  surely  no  better  way 
to  foster  a  young  man's  respect  for  himself,  especially  if  the  industrial  training 
shall  induce  skill  in  production  and  call  taste  into  sane  exercise.  The  man  at 
work  with  his  heart  in  it  may  have  committed  a  sore  offense  against  a  fellow- 
man  and  against  society,  but  there's  something  in  him  to  make  a  man  and  a 
citizen  out  of,  and  at  the  Reformatory  he  is  at  a  physical  and  moral  sanitarium, 
where  things  are  shaped  for  his  cleansing,  not  primarily  for  his  punishment. 
Still,  if  he  need  its  exercise  the  "hand"  is  strong:  or.  in  the  words  of  the  Super- 
intendent, "those  iron  bars  are  painted  white  for  the  cheer  of  it,  but  they  are 
just  as  strong." 

Stress  is  laid  upon  the  custom  of  trusting  an  inmate  by  the  carrying  out  of 
a  system  of  paroling.     Results  seem  to  justify  the  practice. 


EDUCATIONAL  HISTORY  OF  OHIO  279 

"Since  the  opening  of  the  Ohio  State  Reformatory  ten  hundred  and  ninety- 
four  innjates  have  lieen  paroled,  and  the  best  information  obtainable  is  to  the 
effect  that  not  to  exceed  twenty  per  cent,  have  violated  their  parole,  or  reverted 
to  crime  after  receiving  their  final  discharge." 

"Of  over  two  hundred  inmates  who  worked  on  the  farm  the  last  year  only 
eight  tried  to  escape." 

A  great  work,  with  little  blare  of  trumpet,  is  progressing  at  this  institution, 
so  fragmentarily  described  in  these  pages.  Superintendent  James  A.  Leonard 
reasons  well : 

"While  this  system  results  in  more  efficient  and  economic  cultivation  of  farm, 
and  garden,  the  .mok.m.  i;ain  is  the  main  consideration.  The  good  that  came  to 
the  202  who  overcame  every  impulse  and  temptation  to  escape  from  custody, 
and  who  voluntarily  yielded  themselves  to  the  moral  restraint  of  society  to  the 
extent  of  submitting  to  strict  discipline  and  direction,  and  returning  twice  a  day 
to  be  locked  in  their  cells,  immeasurably  outweighs  the  small  loss  in  anxiety, 
care,  and  cost  occasioned  by  the  eight  who  were  tried  and  found  wanting.  More- 
over our  action  in  this  matter  is  consistent  with  the  general  parole  feature  of 
discharge  from  the  Reformatory.  A  faithful  observance  of  this  limited  or  insti- 
tutional parole  would  strongly  argue  the  worthiness  of  the  applicant  for  the 
larger  parole  within  the  borders  of  the  State.  This  system,  under  proper  regu- 
lation, can  be  greatly  extended." 

The  average  population  for  the  year  ending  November  15,  1904,  was  six 
hundred  and  sixty-three. 

—  Data  furnished  by  Gen.  R.  Brinkerlwff  and  by  reports  of 
the  institution. 


CHAPTER  XXIII 


THE    OHIO   TEACHERS'    READING   CIRCLE 


THE   OHIO   TEACHERS'    READING   CIRCLE 


BOARD   OF   CONTROL,   MAY    13,   1905 

Mrs.  Delia  L.  Williams,  President, 

Miss  Makgaket  W.   Sl-i-heuland,  Recording  Secretary. 

f.  s.  coultrap, 

Charles  L.  Loos,  Jr., 

S.  T.  Dial, 

Charles  Haufert, 

Lewis  D.  Bonebrake. 

James  J.  Burns,  Corresponding  Secretary. 

Edmund  A.  Jones,  ex-offi.cio. 

IN  the  huge  ungathered  vohime  of  addresses  delivered,  speeches  made,  and 
papers  read,  before  the  ( )hio  State  Teachers'  Association  in  its  nearly 
sixty  years,  there  is  none  to  compare  in  results  with  the  one  referred 
to  in  the  following  item  of  the  minutes  of  the  session  held  in  July,  1882,  at 
Niagara  Falls.  N.  Y. : 

"Mrs.  D.  L.  Williams,  of  Delaware,  read  a  paper  on  Young  Teachers  and 
their  Calling." 

The  paper  had  closed  with  a  question:  "Would  an  Ohio  State  Teachers' 
Course  of  Reading  meet  a  need  of  the  young  teachers  of  the  State,  and  incite 
them  to  self-improvement;    and,  if  so,  is  such  a  course  of  reading  practicable?" 

This  was  the  beginning  of  a  movement  wh.ose  "results"  are  State  Reading 
Circles  in  more  than  a  majority  of  the  States  of  the  Union.  Ohio's  claim  is 
only  that,  to  use  a  phrase  of  Dr.  Boone's,  "Ohio  pioneered  the  way,"  and  that 
she  has  chosen  a  superior  course  of  study.  She  admits  with  grace  a  more  recent 
writer's  statement:  "An  organization  of  similar  name,  but  difTerent  in  plan, 
had  been  formed  a  year  earlier,  in  Ohio." 

Miss  R.  P.  Cooke,  of  Gallipolis  read  a  companion  paper  to  that  of  Mrs. 
Williams,  and  the  discussion  which  followed  was  upon  the  question  above  quoted. 
Part  in  it  was  taken  by  Messrs.  Hancock,  De  Wolf,  Hinsdale,  Cole,  RickofT, 
Peaslee,  E.  E.  White,  and  Mrs.  Rickofif. 

Dr.  E.  T.  Tappan  meanwhile  had  prepared,  and  at  the  close  of  the  discus- 
sion offered  the  following  resolutions : 

"Resolved,  that  the  .Association  heartily  approves  the  suggestion  made  at 
the  conclusion  of  the  jjaper  read  by  Mrs.  Williams,  concerning  a  Course  of  Read- 
ing for  Teachers. 

"That  Mrs.  Williams,  Hon.  J.  J.  Burns,  and  Dr.  John  Hancock  be  appointed 
a  committee  with  full  power  to  mature  a  plan  and  put  it  in  operation ;  and 
to  make  .-^  report  of  the  same  to  this  .Association,  at  its  next  .Annual  Meeting." 
These  resolutions  were  adopted. 


284 


EDUCATIONAL  HISTORY   OF  OHIO 


BOARD    OF    CONTROL 


EDUCATIONAL  HISTORY  OF  OHIO  285 


In  1883,  at  the  next  annual  meeting,  the  committee  reported,  and  its  report 
was  approved.  The  Board  of  Control,  appointed  to  have  charge  of  the  Circle 
for  the  ensuing  year,  consisted  of  the  committee  aforenamed,  and  R.  W.  Stev- 
enson of  Cohunbus,  W.  W.  Ross  of  Fremont.  G.  A.  Carnahan  of  Cincinnati, 
Miss  Kate  S.  Brennan  of  Cleveland,  and  E.  A.  Jones  of  Massillon. 

The  I'oard  organized  1)v  electing  Mrs.  Williams,  President :  E.  A.  Jones, 
Cdrresponding  Secretary  and  Treasurer;    J.  J.  Burns.  Recording  Secretary. 

It  will  bring  the  history  of  the  "organization"  down  to  date,  to  give  the 
following:  Mrs.  Williams  has  had  no  successor.  Charles  Haupert,  O.  T.  Cor- 
son, and  J.  j.  Burns  succeeded  E.  A.  Jones  —  Mr.  Corson,  as  State  Commissioner, 
being  a  member  ex-officio. 

I'or  the  past  fifteen  years.  Miss  Margaret  W.  Sutherland  has  been  Record- 
ing Secretary,  a  position  demanding  the  employment  of  many  hours  of  time  in 
painstaking  labor. 

The  "difference"  mentioned  above  between  the  Ohio  plan  and  that  of  the 
States  first  to  follow,  is  valid  as  an  objection  if  the  implication  be  true  that  the 
former  "contemplated  a  variety  of  good  reading  for  leisure  hours."  After  the 
election  of  the  first  Board  of  Control  in  1883,  it  was  thought  wise  to  name  some 
books  without  delaj".  One  of  these  was  a  choice  among  Mailman's  History  of 
Pedagogy,  Krusi's  Pestalozzi,  and  Quick's  Educational  Reformers ;  and  anotlier, 
cither  Longfellow,  Whittier,  or  Lowell.  To  these  some  suggested  reading  in 
United  States  history.  But,  perhaps,  here  is  "good  reading,"  and,  perhaps,  here 
.?  "variety." 

The  Corresponding  Secretary  reported  at  the  end  of  the  year  that  the  Circle 
embraced  two  thousand  members,  that  certificates  had  been  prepared  and  issued : 
he  made,  also,  a  full  statement  of  the  aims  of  the  O.  T.  R.  C.  and  what  had  been 
done  as  primary  steps  toward  the  realizing  of  those  aims.  .'Vn  hour  was  given 
to  hearing  verbal  reports  from  county  secretaries,  as,  according  to  the  slowly 
evolving  plan,  the  Board  had  urged  upon  the  county  institutes  each  to  appoint 
an  O.  T.  R.  C.  secretary  to  attend  to  inatters  vital  to  the  success  of  the  Circle 
in  the  county.  The  County  Secretary,  as  experience  has  shown  the  way,  appoints 
township  secretaries,  who  are  to  be  the  conductors  of  the  local  clubs,  "to  teach 
and  to  preach"  the  gospel  of  the  reading  circle.  They  distriljute  membership 
cards  and  collect  the  membership  fees,  and  in  other  ways  assist  the  county  .secre- 
taries, the  active  ones  among  whom  have  much  to  do  after  assigning  work  to 
their  assistants. 

The  degree  of  attention  that  has  been  given  to  this  choice,  and  the  support 
given  the  Secretary  is  the  psychological  barometer  which  indicates  the  weather 
months  ahead  in  the  given  county.  The  general  outline  of  the  duties  of  the 
corresponding  secretary  of  the  Board  of  Control  has  filled  in,  line  upon  line,  till 
it  may  be  written  down  thus :  To  stand  ready  to  do  the  diverse  multitude  of 
things,  which  call  for  attention  during  the  long  intervals  between  meetings  of 
the  Board ;  to  procure  reports  from  the  counties,  financial  and  otherwise,  from 
which  material  to  prepare  a  report  of  the  year's  work,  a  bulletin  of  thirty-two 
pages,  and  sulmiit  it  to  the  Board  and  through  it  to  the  State  Teachers'  Associa- 
tion, and  send  it  out  to  the  institutes  in  number  sufficient  for  all  tlie  teachers 


286  EDUCATIONAL  HISTORY   OF   OHIO 


of  the  State ;  to  be  ready  to  answer  on  shortest  notice  hundreds  of  letters,  even 
those  which  the  writer  delayed  writing,  for  months,  and  then  wished  a  reply  "by 
return  mail";  to  correspond  with  publishers  about  books,  editions,  and  prices; 
and,  as  the  evolution  has  proceeded,  to  spend  the  entire  institute  season  in  rapid 
transit  from  county  to  county,  visiting  the  institutes  and  pleading,  before  the 
teachers  there,  the  cause  of  the  Circle  as  their  cause ;  to  aid  in  the  preparation 
of  outlines  of  the  year's  work  and  articles  supplementary  thereto. 

Service  as  a  membf-r  of  the  board  means  the  free  will  offering  of  many 
hours  of  time,  in  the  examination  of  books,  in  attendance  upon  the  meetings, 
and  in  correspondence. 

Rut,  to  hark  back  before  the  trail  runs  too  far  away. 

The  Course  chosen  for  the  second  year  was : 

I.  Pedagogy :  Currie's  Common  School  Education,  or  Calderwood  on 
Teaching. 

II.  Literature:     Shakespeare's  Julius  Caesar  and  Irving's  Sketchbook. 

III.  American  History:  The  Revolution,  and  the  Constitutional  Period  to 
the  close  of  the  War  of  1812. 

IV.  Natural  Science :  Brown's  Physiology,  or  the  Natural  Science  Primer 
of  Physiology  and  Hygiene. 

It  seems  that  the  list  of  books  in  the  twenty-three  vears  of  the  life  of  the 
O.  T.  R.  C  is  a  worthy  part  of  its  history,  and  it  is  here  given : 

Pedagogy  :  —  Hailman's  History  of  Pedagogy,  Krusi's  Pestalozzi,  Quick's  Educational 
Reformers,  Currie's  Common  School  Education,  Calderwood  on  Teaching,  Payne's  Lectures 
on  the  Science  and  Art  of  Education,  Sully's  Teacher's  Hand-book  of  Psychology,  White's 
Elements  of  Pedagogy,  Compayre's  Lectures  on  Teaching,  Fitch's  Lectures  on  Teaching, 
Page's  Theory  and  Practice  of  Teaching,  Gordy's  Lessons  in  Psychology,  Rooper's  Apper- 
ception, Seeley's  Duty,  Thring's  Theory  and  Practice  of  Teaching,  White's  School  Man- 
agement, McMurray's  General  Methods,  Tompkin's  Philosophy  of  Teaching,  De  Garmo's 
Herbart  and  the  Herbartians,  Halleck's  Psychology  and  Psychic  Culture,  Tompkin's  School 
Management,  Fitch's  The  .Arnolds,  Halleck's  Education  of  the  Central  Nervous  System, 
Hinsdale's  Teaching  the  Language  Arts,  Putnam's  Manual  of  Pedagogics,  James's  Talks  to 
Teachers  on  Psychology,  Roark's  Method  in  Education,  Schaeffer's  Thinking  and  Learning 
to  Think.  Scott's  Organic  Education,  Thorndike's  The  Human  Nature  Study  Club,  White's 
The  Art  of  Teaching.  Judd's  Genetic  Psychology,  Hinsdale's  Art  of  Study,  Oppenheim's 
Mental  Growth  and  Control,  Sabin's  Common  Sense  Didactics. 

Literature:  —  Longfellow,  Whittier,  Lowell,  Shakespeare's  Julius  Caesar,  Richard  HI, 
Merchant  of  Venice,  Hamlet,  As  You  Like  It,  Henry  VIII,  Henry  IV,  Macbeth,  Winter's 
Tale,  Lear.  Midsummer  Night's  Dream,  The  Tempest,  Coriolanus,  Twelfth  Night,  Richard 
II,  Henry  V,  Henry  VI,  Part  1 ;  Irving's  Sketch  Book,  Scott's  Ivanhoe.  Tennyson's  Ths 
Princess,  Selections  from  Wordsworth,  Hawthorne's  Twice  Told  Tales,  Irving's  Knicker- 
bocker, Macaulay's  Warren  Hastings,  Addison  and  Milton,  Thackeray's  Henry  Esmond, 
Carlyle's  Essay  on  Burns,  Hawthorne's  Marble  Faun,  House  of  Seven  Gables,  Dickens's 
Hard  Times,  Howells's  A  Boy's  Town,  Roger  de  Coverley  Papers,  Emerson's  Ameiican 
Scholar,  Eliot's  Adam  Bede,  Bacon's  Essays,  E.  C.  Series  No.  .3.  Burroughs's  Riverby.  Mat- 
thews's  Introduction  to  American  Literature,  Selections  from  Burns's  Poems,  Coleridge's 
The  Rime  of  the  Ancient  Mariner,  Lowell's  The  Vision  of  Sir  Launfal,  Burke's  Conciliation, 
Burns's  Story  of  Shakespeare's  English  Kings,  Bates's  The  Study  of  Literature,  Shenian's 
What  is  Shakespeare?  Burns's  How  to  Teach  Reading  and  Composition,  and  Some  Unset- 
ting  Lights  of  English  Literature.  Clark's  How  to  Teach  Reading.  Higginson  and  Boynton's 
.\  Reader's  History  of  American  Literature,  Ella  May  Corson's  Glimpses  of  Longfellow. 


EDUCATIONAL  HISTORY  OF  OHIO  287 

History  :  —  American  History — Discovery,  Early  Settlement,  the  Revolution,  the  Con- 
stitutional Period  to  the  Present,  Barnes's  or  Thalheimer's  General  History.  Old  South 
Leaflets,  Washington  and  His  Country  by  Irving  and  Fiske.  The  Week's  Current,  Life  of 
Thomas  Jefferson,  Life  of  John  Quincy  Adams,  With  the  Admiral  of  the  Ocean  Sea,  John- 
ston's History  of  American  Politics,  Fiske's  Civil  Government,  Macauley's  Second  Essay  on 
Chatham,  Webster's  First  Bunker  Hill  Oration,  Gordy's  History  of  Political  Parties  in  the 
United  States,  Webster's,  Adams  and  Jefferson,  Hinsdale's  American  Government,  Cyclo- 
pedic Review  of  Current  History,  The  Pathfinder,  Hart's  Foundation  of  the  Union,  Curtis's 
United  States  and  Foreign  Powers,  Judson's  Europe  in  the  Nineteenth  Century,  Oman's 
England  in  the  Nineteenth  Century,  Current  History,  Sparks's  Expansion  of  the  American 
People,  Mathews's  The  French  Revolution,  The  Little  Chronicle,  Wright's  Industrial  Evolu- 
tion of  the  United  States,  Hosmer's  A  Short  History  of  the  Mississippi  Valley,  The  World's 
Events,  Fiske's  Critical  Period  of  American  History,  Nicolay's  Abraham  Lincoln,  Moran's 
Theory  and  Practice  of  the  English  Government.  Pearson  and  Harlor's  Ohio  History 
Sketches. 

Science  AND  Nature  AND  Art:  —  Gray's  How  Plants  Grow,  Keyser's  In  Bird  Land, 
Shaler's  First  Book  in  Geology,  Shaler's  Story  of  Our  Continent,  Our  Friends  the  Birds, 
Davis's  Physical  Geography,  lunge's  Handbook  of  Nature  Study.  Burroughs's  Signs  and 
Seasons,  Howe's  The  Study  of  the  Sky,  Long's  Ways  of  Wood  Folk  and  Wilderness  Ways, 
Scott's  Nature  Study  and  the  Child,  Emery's  How  to  Enjoy  Pictures.  Hodge's  Nature  Study 
and  Life,  School  Sanitation  and  Decoration,  Brigham's  Geographic  Influences  in  American 
History,  Scott's  Story  of  a  Bird  Lover. 

This  large  number  of  titles  has  grown  by  the  addition,  in  each  vearlv  bul- 
letin, of  the  course  of  the  preceding  year;  and  of  recent  years  it  has  been  the 
custom  to  name  two  books  in  certain  lines,  between  which  a  choice  was  allowed ; 
a  few  times  local  clubs  could,  if  it  appeared  best,  omit  one  of  the  topics.  This 
list  of  books  and  the  manner  of  its  accretion  will  not  verify  the  comment  of  the 
author  of  Education  in  the  L'nited  States,  page  282.  "No  course  was  prescribed, 
the  multitude  of  books  recommended,  left  teachers,  as  before,  in  doubt  as  to 
what  to  read,  and  with  little  of  joint  action.  Besides,  it  also  suggested  much 
of  general  culture,  and  little  of  professional."  If  this  is  meant  to  apply  to  the 
date  given  in  the  .sentence  preceding  1883,  the  "multitude"  might  be  trebled  and 
then  carried  at  ease  over  one's  arm  ;  if.  to  the  date  of  the  book,  the  "professional" 
as  named  above  has  a  goodly  showing. 

P>ut  the  author  has  clearly  set  out  what  the  "professional"  may  cover,  to 
which  Ohio  served  as  pioneer :  familiarity  with  professional  literature ;  the 
liistoric  systems  and  reformers  of  education ;  something  of  philosophical  doc- 
trine as  a  basis  for  one's  theories ;  current  systeius  and  contemporary  school 
interests ;  the  constitution  and  functions  of  the  child  and  the  teacher :  the  State 
and  society  in  which  he  finds  his  labor." 

Tn  regard  to  the  relative  claims  of  professional  culture  and  general  cul- 
ture there  has  been  frequent  exchange  of  views  among  those  who  selected  the 
course  of  the  Ohio  Teachers'  Reading  Circle,  and  after  these  years  of  experience, 
there  is  a  tolerably  firm  conviction  that  no  one  of  the  four  lines  of  reading^ 
should  have  been  omitted. 

Banish  literature,  and  "banish  all  the  world"  of  spirit?  History,  and  let 
patriotism  fail  of  an  intelligent  foundation?  Nature  Study?  Yes,  if  there 
is  a  better  guide  than  the  right  book,  to  the  glorious  land  of  Out-doors,  and  a 
wiser  interpreter ;    1)ut  it  has  not  been  found. 


288  EDUCATIONAL   HISTORY   OF  OHIO 

A  few  words  concerning  the  purposes  of  a  State  reading  circle  as  they 
have  been  propounded  by  friends  of  the  institution.  To  induce  every  teacher 
to  accumulate  a  library  by  adding  to  the  handful  of  books  with  which  he  sets 
out.  at  least  one  book  a  year  in  each  of  the  divisions,  which  he  buys  and  reads, 
books  which  without  some  intrinsic  interest  he  would  prol)al3ly  neither  buy  nor 
read;  and  this  '"interest"  is  the  almost  certain  result  of  the  association  of  a 
number  of  persons  who  read  the  same  book  in  quiet  at  their  homes  and  come 
together  from  time  to  time  to  review,  to  ask  and  answer  questions. 

To  cultivate  an  appreciation  of  what  it  is  to  be  a  teacher,  to  encourage  the 
growth  of  an  always  perfecting  but  never  perfect  ideal ;  —  and  in  almost  every 
group  of  teachers,  there  is  some  one  whose  intiuence,  if  it  find  a  window,  will 
throw  its  beams  "like  a  good  deed  in  a  naughty  world." 

To  take  home  the  doctrine  so  confidently  preached,  that  those  who  have 
abundantly  any  one  of  the  essentials  toward  forwarding  the  work  of  popular 
education,  be  it  property  to  be  taxed  or  professional  ability  to  be  multiplied  by 
spending,  should  heed  the  call  of  patriotism,  and  use  a  portion  of  it  for  the  State. 

There  is  an  increasing  body  of  evidence  that  the  ().  T.  R.  C.  has  wielded 
an  influence  in  these  directions  and  has  amply  justified  its  existence,  has  proved 
that  it  lias  a  right  to  be ;  that  if  it  and  its  results  were  suljtracted  from  the  spir- 
itual output  of  the  past  quarter-century  there  would  be  an  evident  loss  of  much 
{hat  is  very  good. 

One  of  the  serious  hindrances  to  the  rapid  extension  of  the  Circle  in  Ohio 
is  the  lack  of  that  arm  of  the  school  system  which  is  in,  force  in  most  States, 
the  county  superintendent ;  but  as  about  all  her  advance  has  been  made  along 
the  route  of  permissive  legislation  on  the  part  of  the  resj^ective  school  commu- 
nities, and  voluntary  effort  on  the  part  of  teachers,  it  is  not  an  anomaly  that 
the  O.  T.  R.  C.  has  to  depend  on  the  varying  favor  of  the  institutes  to  select 
its  managers  in  the  counties,  and  upon  the  county  examiners  to  give  it  official 
countenance.     This  lasting  force  has  been  growing  more  and  more  potent. 

It  was  part  of  the  plan  at  the  outset  to  issue  diplomas  only  after  an  exami- 
nation, to  test  the  quality  of  that  reading;  but  after  nuich  weighing  of  the  prac- 
ticabilities this  purpose  was  given  up. 

The  only  substitute  for  some  years  was  the  judgment  of  the  County  Secre- 
tary, presumably  based  upon  the  best  information  he  could  procure ;  often, 
from  the  board  of  examiners.  In  recent  years  a  claimant  for  a  diploma  signs 
a  "Reader's  Statement,"  a  deliberate  assertion  concerning  the  work  done,  and 
where,  and  the  payment  of  the  membership  fees.  And  there  is  fervent  teaching 
of  an  orthodox  doctrine,  —  "a  diploma  is  worth  just  what  the  bearer  paid  for  it, 
no  more ;"  paid  in  the  coin  of  the  spiritual  realm.  It  takes  a  pound  to  buy  a 
pound. 

At  the  end  of  the  first  four-year  period  the  president  of  the  Board  of  Con- 
trol addressed  a  communication  to  the  county  secretaries.  "The  T$'oard  wishes 
no  honor  conferred  that  has  not  been  fairly  earned,  but  would  not  willingly 
withhold  any  honor  that  is  due.  One  step  it  would  suggest,  that  you  require 
a  statement  signed  by  each  candidate,  stating  what  he  has  read  in  each  year's 
cotirse,  this  statement  to  be  filed  for  reference. 


EDUCATIONAL  HISTORY   OF  OHIO  289 

In  1888,  Secretary  EdniuiKl  A.  Jones,  in  his  annual  re])ort  sounded  again 
the  call  to  the  county  institutes  to  elect  a  county  secretary  for  the  ().  S.  T.  A. 
"and  report  the  name."  The  student  who  spends  diligent  months  in  poring 
over  the  statistics  of  educational  history  in  Ohio,  while  traveling  from  the 
thirty-seventh  year  of  the  nineteenth  century  to  the  fifth  year  of  the  twentieth 
century,  will  never  be  out  of  hearing  of  a  cry  in  all  the  emotional  shades  from 
hope  to  despair,  "send  in  your  report."  The  clerk  of  a  county  board  of  exam- 
iners once  wrote  to  a  school  commissioner:  "if  my  report  isn't  the  last  one  in. 
please  send  it  back,  1  don't  want  to  lose  my  place  in  the  line."  Some  people  are 
most  in  earnest  when  disguised  as  humorists. 

Mr.  Jones  urged  upon  the  school  ijublic,  that  although  the  organization 
is  called  a  Teachers'  Circle  that  the  word  "Teacher"  included  all  the  grades.  — 
like  the  Saltbox  in  the  story  — ,  "possible,  probable  ,and  actual." 

He  presented  to  the  President  of  the  Board  of  Control  the  names  of  forty- 
four  members  who  were  entitled  to  diplomas,  which  were  handed  to  their  respec- 
tive owners  in  a  brief  and  appropriate  address  closing  with  an  appeal  to  the 
audience  "to  use  their  influence  to  gather  into  the  reading  circles  of  the  State, 
during  the  coming  year,  the  young  and  inexperienced  teachers,  those  who  have 
had  but  limited  educational  and  professional  advantages,  to  open  to  them  the 
the  gateway  to  literature  and  learning,  and  to  tempt  their  feet  into  pleasant 
paths.  To  have  accomplished  this  will  be  reward  enough  for  much  pains- 
taking labor." 

At  the  reading  circle  commencement  in  1900  the  speaker  said:  "The  books 
you've  read,  "and  their  adoption  tried,  grapple  them  to  thy  soul'  by  many  more 
thoughtful  readings."  *  *  *  "I  know  not  how  it  is  with  other  men,  but  for 
my  single  self,  there  is  nothing  in  ,my  lengthening  experience  as  a  teacher,  to 
which  retrospect  gives  readier  approval  than  what  I  have  done,  and  tried  to  do, 
in  my  local  reading  circles.  For  most  other  labors  I  have  had  an  eye  towards 
payday.     In  this  I  dare  to  believe,  I  was  unselfish." 

The  initial  step  toward  a  Pupils'  Reading  Circle  was  taken  that  day,  in  a 
paper  by  Warren  Darst  answering  affirmatively,  with  reasons,  the  question,  shall 
we  have  a  pupils'  circle.  Professor  Darst's  paper  was  followed  by  a  resolution 
of  the  State  Association  instructing  the  Board  of  Control  to  prepare  such  a 
course.  After  a  serious  consideration  of  the  subject  in  committee  of  the  whole 
the  course  was  left  for  completion  in  the  hands  of  a  sub-committee ;  E.  A.  Jones, 
W.  S.  Eversole,  and  Charles  Haupert.  Their  report  was  submitted  to  the  O.  S. 
T.  A.  at  its  annual  meeting.  To  the  pupils'  course.  Mr.  S.  T.  Dial  has  for  years 
given  faithful  and  untiring  service. 

The  next  monthly  statement  of  fees  received  is  signed  by  Charles  Haupert 
as  Secretary  and  Treasurer.  He  followed  Mr.  Jones,  not  only  in  order  of 
time,  but  in  faithful,  arduous,  and  almost  unremunerated  service.  Each  of  these 
secretaries  had  his  hands  already  full  of  duties  to  perform  as  superintendent  of 
schools. 

In  1892.  Mr.  Haupert  resigned,  and  to  save  the  cause  from  ruin  through 
want  of  an  executive  head.  Commissioner  Corson  yielded  to  the  importunities 
of  the  Board  of  Control  and  accepted  the  position  of  Corresponding  Secretary 


290  EDUCATIONAL  HISTORY  OF  OHIO 

and  Treasurer.  Like  his  predecessors  in  loyalty  to  the  work,  he  had  one  great 
additional  source  of  power  in  his  abundant  opportunity  to  plead  his  cause  to  the 
teachers,  face  to  face.  The  result  was  an  enlarged  enrollment  and  what  goes 
with  it. 

Mr.  Corson  resigned  in  i8g6  and  was  succeedetl  by  the  present  incumbent, 
J.  J.  Burns. 

The  Pupils'  Course  was  larepared  f(jr  certain  grades  and  afterwards  extended 
downwards,  till,  for  some  years  it  iias  included  all  the  grades  above  the  first. 
The  lines  of  reading  are  literature,  history  and  nature.  At  first  a  membership 
fee  of  twenty-five  cents  was  required,  but  after  a  trial  of  a  few  years  it  was 
abolished.  Certificates  for  the  several  years'  work,  and  diplomas,  elementary 
and  high  school,  are  furnished  readers  in  the  Pupils'  Circle  by  the  Board  of 
Control  of  the  ().  T.  R.  C. 

In  manv  schools  the  course  is  used  as  supplementary  reading,  a  part  of  the 
school  course  of  studv.  The  nmnber  of  readers  is  much  greater  than  the  number 
stated  in  the  annual  report  of  the  Board  which  is  about  fifteen  thousand. 

The  diplomas  issued  by  the  board  of  control  of  the  reading  circle,  by  the 
authority  of  the  state  teachers'  association,  are  countersigned  by  the  president 
of  this  body.  The  document,  in  the  official  names  of  these  bodies,  commends 
the  bearer  "to  boards  of  education  and  of  examiners,  and  to  workers,  generally, 
in  educational  fields."  Diplomas  are  granted  for  a  four  years'  course,  and  for 
the  multiples  of  four  so  far  as  twenty.  There  are  many  teachers  in  the  State 
who  have  read  for  these  longer  terms,  and  many  who  will  continue. 

If  to  induce  some  thousands  of  teachers  to  read  thoughtfully  at  least  one 
good  book  each  year  in  the  way  of  their  vocation ;  one  which  opens  somewhat 
wider  the  "magic  casement"  that  looks,  not. upon  "perilous  seas  in  fairy  lands," 
but  liack  and  around  over  the  broad  and  varied  field  where  philosophy  teaches 
by  example  :  one  of  the  volu  mes  that  make  up  "Nature's  infinite  book  of  Secrecy"  ; 
one  master-work  in  that  great  art  which  includes  all  these  when  at  their  best, 
and  a  hundred  fold  more,  if  this  be  success  the  Teachers'  Association  has  not 
failed. 


CHAPTER  XXIV 


THE   STATE    BOARD    OF   SCHOOL    EXAMINERS 


THE   STATE    BOARD    OF   SCHOOL   EXAMINERS 


IN  1864,  while  Sherman  was  marching  to  the  sea,  and  Farragut,  lashed  to 
"the  port-main  rigging,"  was  entering  Mobile  Bay,  the  thinking  teachers 
of  Ohio  were  planning  for  professional  recognition  of  their  work.  They 
stood  together  for  one  common  cause,  and  their  appeals  to  the  Legislature  were 
not  in  vain.  A  law  was  passed  establishing  a  "State  Board  of  School  Exam- 
iners." The  provisions  of  the  new  law  called  for  the  appointment  of  three  men 
to  act  as  the  examining  board.  .Vccordingly,  Marcellus  F.  Cowdery,  Thomas 
W.  Harvev,  and  Eli  T.  Tappan  were  appointed  by  State  Commissioner  Emerson 
E.  White,  who  faithfully  referred  to  them  as  educators  of  high  standing,  and 
records  bis  satisfaction  that  "the  assurance  has  not  been  withheld,  that  in  en- 
trusting them  with  the  organization  of  this  new  and  excellent  feature  of  our 
school  system,  the  Commissioner  acceptably  met  the  wishes  of  the  teachers  and 
friends  of  education  throughout  the  State." 

There  were  eleven  life  certificates  granted  the  first  year  (1864)  and  two 
the  second  year  (1865),  and  among  them  we  find  the  names  of  Thomas  W. 
Harvey  and  W.  D.  Henklc,  both  of  whom  afterwards  held  the  office  of  Com- 
missioner. 

John  A.  Norris  succeeded  Dr.  White  as  Commissioner  and  held  the  office 
from  1866  to  1869.  Immediately  after  Mr.  Xorris's  entrance  upon  the  duties 
of  his  high  office  the  State  Board  resigned,  and  thus  set  an  example  which  was 
followed  for  a  number  of  years,  but  more  recent  boards  have  not  been  so  modest. 
Mr.  Norris  appointed  as  his  Board  of  Examiners,  Israel  W.  Andrews,  William 
Mitchell  and  Theodore  Sterling.  This  board  remained  in  office  five  years,  or 
until  1871,  granting  in  all  sixty-six  life  certificates  to  a  distinguished  list  of 
teachers.  Among  these  were  John  Hancock,  destined  to  fill  the  office  of  Com- 
missioner (1888-1891  )  as  well  as  an  honored  place  in  the  hearts  of  the  teachers 
of  the  country : —  Sidney  A.  Norton,  the  distinguished  chemist  and  physician, 
.Andrew  J.  RickolT,  R.  W.  Stevenson,  Eli  T.  Tappan,  Emerson  E.  White,  J.  J. 
Burns,  W.  H.  Morgan,  A.  B.  Johnson,  John  B.  Peaslee,  and  John  C.  Ridge. 
Of  this  number  J.  J.  Burns  also  filled  the  office  of  State  Commissioner  of 
Schools  (1878-1881).  Other  members  of  this  list  held  for  many  years  the 
responsible  position  of  Superintendent  of  Schools  in  the  largest  cities  of  Ohio. 

Tn  1871  Commissioner  W.  D.  Henkle  (1869-1871)  appointed  a  new  board, 
consisting  of  John  Hancock,  Thomas  C.  Mendenhall  and  Andrew  J.  Rickoff. 
This  board  was  re-appointed  by  Commissioner  Thomas  W.  Harvey,  and  remained 
in  office  until  1875,  granting  certificates  to  a  large  list  of  educators,  among 
whom  are  E.  O.  Vaile  and  W.  H.  Venable,  editors  and  authors,  Abram  Brown, 
LeRoy  D.  Brown,  G.  A.  Carnahan,  Samuel  Findley,  and  Alexander  Forbes  the 
well  known  author  and  lecturer.  Of  this  list  one  became  State  Commissioner 
of   Schools,    LeRoy   D.    Brown,    (1884-1887).     The   work   of   this  board   main- 


294  EDUCATIONAL  HISTORY   OF  OHIO 


tained  the  standard  erected  by  its  predecessors.  Certificates  were  issued  to 
fifty-three  teachers  and  superintendents.  One  of  its  members,  Dr.  Thomas  C. 
Mendenhall  is  to-day  the  most  noted  teacher  and  writer  in  the  country  upon 
the  subject  of  electricity.  For  a  ])eriod  of  three  \ears  he  was  instructor  in 
science  in  the  Imperial  University  of  Tokio.  and  pcrhai)s  the  scientific  depart- 
ment of  Japan's  army  to-day  rememliers  his  lessons. 

Commissioner  Charles  S.  Smart  (1876-1878)  appointed  .\lston  Ellis.  Henry 
B.  Fumess,  and  John  I>.  I'easlee,  members  of  the  State  Board  in  1875.  In 
1877,  Mr.  I'urness  resig^ned  and  W.  W.  Ross  was  appointed  in  his  place.  This 
board  served  four  years  and  issued,  in  all,  fifty-seven  certificates,  in  the  list  of 
which  are  the  names  of  R.  H.  Holbrook.  Charles  K.  McV'ay,  C.  C.  Davidson 
and  Daniel  !•'.  DeW'olfe,  commissioner  (  1881-1884).  To  this  board  belongs  the 
honor  of  the  first  publication  of  the  State  Examination  Questions,  which  was 
done  by  W.  D.  Henkle  editor,  in  the  Ohio  Educational  Monthlv  for  February, 
1876.  Upon  the  expiration  of  the  time  of  this  board,  Commissi(jner  I'urns 
(1878-1880)  re-appointed  W.  W.  Ross,  who  had  served  but  a  i)art  of  a  term. 
The  new  members  were  Charles  R.  Shreve  and  Charles  L.  Loos,  Jr.  This  board 
issued  ninety-seven  certificates,  a  much  lartjer  number  than  any  previous  board, 
showing'  that  the  work  was  growing  in  interest  among  ( )hio's  teachers.  It  also 
indicated  a  more  extended  study  of  the  subjects  rec|uired.  This  was  considered 
a  good  omen  and  the  results  have  been  good. 

There  was  in  1880  and  1881  a  growing  feeling  that  there  should  be  a  pro- 
visional Ten- Year  State  Certificate.  I'nMiiincnt  among  the  leaders  in  this  dis- 
cussion were  Dr.  Tappan.  who  opposed  the  jirovisional  certificate,  and  Dr.  Henkle. 
who  favored  it.  The  advocates  of  this  ten-year  state  certificate  carried  the  day 
and  in  1881.  the  State  Board,  consisting  of  A.  1'.  Johnson,  Henry  M.  Parket 
and  William  G.  Williams,  appointed  by  Commissioner  D.  F.  DeWolfe  (1881- 
1884),  began  the  work  of  issuing  two  grades  of  certificates,  viz.:  Life  and  Ten- 
Year.  The  latter  grew  more  and  more  unpo])ular.  and  soon  became  a  menace 
to  good  scholarship.  The  above  board  had.  in  consequence  of  the  ten-year  cer- 
tificate, a  large  increase  of  work  as  is  shown  by  the  fact  that  they  issued  one 
hundred  and  twelve  certificates,  thirty-five  of  which  were  for  ten  years. 

This  additional  work  led  to  the  increase  of  the  board  (April  2,  1884)  from 
three  to  five  members,  and  the  term  was  extended  to  three  years.  Commissioner 
L.  D.  Brown  (1884-1887)  appointed  under  this  new  ])rovision,  E.  S.  Cox,  C.  C. 
Davidson,  Marcellus  Manly,  C.  E.  McVay,  and  W.  W.  Ross,  as  members  of 
the  board.  On  the  death  of  Mr.  McVay.  Mr.  Brown  appointed  Mr.  Thomas  A. 
Pollok  to  fill  the  unexpired  term.  In  1885,  two  important  changes  were  made 
—  the  fee  for  examination  was  increased,  by  statute,  from  three  to  five  dollars, 
and  the  names  of  successful  applicants  were  published  by  the  Commissioner 
under  date  of  each  examination,  Julv  and  December.  A  larger  number  of  appli- 
cants was  examined  and  certificates  granted  by  this  I)oard  than  by  any  other  in 
the  history  of  the  state  board  —  the  total  numlier  of  certificates  reaching  three 
hundred  and   thirty-six. 

The  board  under  Eli  T.  Tappan  (1887-1888)  was  composed  of  the  follow- 
ing school  men :     Alston  Ellis,  C.  C.  Davidson,  John  Hancock.  E.  E.  White,  and 


EDUCATIONAL  HISTORY  OF  OHIO 


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296  EDUCATIONAL  HISTORY   OF  OHIO 

Marcelius  Manley.  In  1888,  the  ten-year  certificate  was  repealed  by  omission, 
and  only  life  certificates  were  authorized.  Of  these,  the  statute  said,  "the  board 
thus  constituted  may  issue  three  grades" :  but  at  its  next  meeting  the  board 
decided,  "for  the  present,  to  issue  but  two  grades,  viz.:  common  school  and 
high  school."  However,  special  certificates  have  at  times  been  issued  bv  several 
of  the  boards. 

The  expression  "thus  constituted"  refers  to  the  provision  earlier  in  the 
Section  —  4065  —  that  the  board  "shall  consist  of  five  competent  persons,  resi- . 
dent  of  the  State  *  *  '■'  not  more  than  three  of  whom  shall  belong  to  the 
same  political  party,"  the  last  provision,  which  was  the  new  portion,  having 
been  in  force  while  yet  unwritten,  since  the  increase  in  the  number  of  members. 
The  term  of  office  was  lengthened  to  five  years. 

In  1888,  the  board  was  changed  in  part,  being  composed  of  E.  A.  Jones, 
R.  W.  Stevenson.  W.  J.  White.  Alston  Ellis,  and  Marcelius  Manley.  John 
Hancock  was  the  Commissioner  (  1888-1891 )  at  this  time,  filling  out  the  unex- 
pired term  of  Dr.  Tappan,  whose  death  occurred  in  1888  while  actively  engaged 
in  the  duties  of  his  office.  James  W.  Knott  and  Edward  T.  Nelson  were 
appointed  on  the  State  Board  by  Dr.  Hancock  in  1889  in  place  of  Mr.  Manley 
and  Mr.  Stevenson.  In  the  fall  of  1889,  Dr.  Hancock  was  elected  for  the  full 
term  of  three  years.  He  had  served  almost  a  year  of  this  new  term  when, 
seated  at  his  desk,  death  came : 

".And  like  a  clock  worn  out  by  eating  Time, 
The  wheels  of  weary  life  at  last  stood  still." 

Dr.  Hancock's  important  speeches  and  terse  sayings,  with  a  full  ske<ch  of 
his  life,  have  been  jnit  in  book  form,  and  they  are  a  constant  delight  and  in- 
spiration to  teachers. 

Upon  the  death  of  Dr.  Hancock,  which  occurred  June  i,  1891,  Charles  C. 
Miller  was  appointed  by  the  (jovemor  to  serve  the  unexpired  term.  The  term 
of  service  of  Dr.  .Alston  Ellis  on  the  State  IJoard  of  Examiners  expired  August 
31,  1891,  and  he  was  re-appointed  for  the  full  term  of  five  years.  Dr.  Ellis 
resigned  in  January.  1892,  and  J.  C.  Hartzler  was  a])pointed  to  the  vacancy. 
Commissioner  Miller  resigned  in  May,  1892,  to  enter  upon  the  duties  of  the 
.Superintendency  of  the  Public  Schools  of  Hamilton,  Ohio,  and  O.  T.  Corson, 
Commissioner-elect,  was  apijointed  by  (lOvernor  McKinley  to  ^he  vacancy. 
Commissioner  Corson  entered  upon  the  duties  of  the  office  to  which  he  had  been 
elected,  July,  1892,  and  served  until  1898.  The  term  of  W.  J.  White,  as  exam- 
iner, expired  August,  1892,  and  Commissioner  Corson  appointed  L.  D.  Bone- 
brake  for  the  full  term.  As  the  terms  of  the  old  members  expired,  J.  P.  Sharkey, 
Charles  Haupert,  C.  W.  Bennett,  J.  D.  Simpkins  and  W.  W.  Boyd  were  appointed 
in  the  order  named.  During  this  administration  a  large  number  of  certificates 
were  granted  to  very  deserving  applicants,  showing  the  increased  interest  in 
professional   work. 

In  1898,  L.  D.  Bonebrake  entered  upon  the  duties  of  the  office  of  State 
Commissioner  and  served  two  terms  —  or  until  July,  1904.  Commissioner 
Bonebrake's  first  appointment  was  W.  H.  Meek  of  Dayton,  and  this  appointment 


EDUCATIONAL  HISTORY   OF  OHIO  297 

was  followed  successively  by  that  of  M.  E.  Hard.  William  H.  Mitchell,  Charles 
C.  Miller,  and  Arthur  Powell.  In  August.  1903,  Mr.  W.  H.  Meek  was  re- 
appointed for  the  full  term  by  Commissioner  Bonebrake. 

The  teaching  of  the  nature  of  narcotics  and  their  effects  had  been  made 
mandatory  —  '"no  certificate  shall  be  granted  to  any  person"  —  "from  and  after 
January  I.  1889,"  but  it  had  not  been  made  a  part  of  the  work  of  the  state 
board  until  in  this  administration.  The  requirements  of  this  board  have  been 
steadily  broadened  and  strengthened  to  keep  pace  with  advanced  requirements 
in  the  educational  world. 

The  (Jhio  life  certificate  is  now  regarded  as  a  valuable  prize,  and  is  hon- 
ored in  many  other  states  of  the  Union.  Though  the  demands  of  this  board 
are  rigid,  a  very  large  number  of  certificates  have  been  granted. 

The  state  board  of  examiners  has  had  a  distinguished  membership,  and  these 
men  have  largely  molded  and  directed  the  educational  sentiment  of  the  times. 
The  ])roduct  of  their  examination,  "The  Life  Certificate,"  carries  with  it  a 
dignity  and  sense  of  security  that  no  other  educational  document  can  give. 

In  July,  1904,  Edmund  A.  Jones  assumed  the  honors  and  the  labors  of  the 
Commissioner's  office.  .An  act  pertinent  to  the  matter  of  this  chapter,  was  the 
appointment  to  a  place  on  the  State  Board  of  Examiners  of  Homer  B.  Williams, 
Superintendent  of  the  schools  of  Sandusky,  a  selection  that  augurs  well  for  the 

—  Charles  C.  Miller. 


CHAPTER  XXV 


THE  |SLO^A/^  GROWTH   OF  THE  SCHOOL  SYSTEM 


k 


OF  THE     ^> 

^^"VERs/Ty 


THE  SLOW  GROWTH   OF  THE  SCHOOL  SYSTEM 


CHERE  is  none  to  deny  Ohio's  claim  to  be  the  first  born  of  the  Ordinance, 
the  eldest  child  of  the  Northwest.  To  the  first  born,  there  were  some 
parental  duties  to  perform  for  which  there  was  no  example,  but,  on  the 
other  hand,  there  were  leaders  to  whom,  as  founders  of  States, —  in  the  opinion 
of  wise  men,  careful  of  their  words, —  history  may  be  challenged  in  vain  for 
superiors.  ' 

In  some  things  she  set  a  copy  worthy  of  imitation,  and  in  her  deservedly 
high  and  lasting  renown,  rising  early  in  her  history  and  still  high  advanced,  she 
has  her  reward. 

Ohio  made  no  persistent  attempt  to  override  the  ordinance  upon  that  ques- 
tion of  questions,  slavery.  Al^ough  the  ordinance  prohibited  slavery  in  the 
most  peremptory  terms,  and  was  thought  by  its  authors  to  require  the  abolition 
of  it  as  it  was  inherited  from  the  French  and  English  in  some  parts  of  the  North- 
west, it  required  a  long  campaign  to  put  it  under  ban  of  constitution  and  law, 
while  after  that,  for  many  years,  it  lingered  in  its  old  haunts  in  the  Wabash 
Valley.  The  question  of  a  convention  to  place  a  proslavery  clause  in  the  new 
constitution  of  one  of  the  "sister"  States  was  voted  down  after  a  long  and  ex- 
citing campaign  by  only   1800  majority. 

But  it  is  one  of  the  things  that  "winna  ding  and  canna  be  disputed,"  that 
the  organization  of  Ohio  as  a  State  was  —  the  like  has  happened  since  —  a 
strategic  move  in  American  politics ;  and,  like  the  misformed  Richard  of  the 
stage,  she  "came  into  the  world  not  half  made  up,"  and  if,  upon  her  forehead 
deliberation  had  sat.  instead  of  haste,  it  would  have  told  for  good. 

In  some  parts  of  the  management  of  the  supreme  .matter  of  pulilic  education 
the  issue  was  such  that  it  has  been  a  source  of  self-gratulation  on  tlie  part  of  her 
younger  sisters  that  they  profited  by  the  warning. 

Of  her  potential  treasures  for  the  maintenance  of  schools,  she  failed  to  pre- 
vent a  waste  that  brought  what  would  have  been,  at  the  average  ai)praisement 
of  land  in  1853.  a  school  fund  of  more  than  twelve  millions  and  an  University 
endowment  of  more  than  one  million,  down  to  the  comparatively  sums  now  dis- 
tributed, while  in  Indiana  the  splendid  result  is  seen  in  an  irreducible  school 
fund,  mainly  from  this  source,  of  $io,cxDO,ooo. 

By  unwise  management,  the  University  lands,  valued  at  one  million  of  dollars, 
have  realized  but  a  few  thousands  per  annum,  and  up  to  a  recent  date  her  treat- 
ment of  her  higher  institutions  has,  to  say  the  least,  not  been  generous. 

Continuing  the  inquiry  into  why  progress  in  Ohio  toward  anything  deserving 
the  name  of  a  well  organized  system  of  public  schools  has  been  .so  slow,  it  may 
be  well  to  list  the  causes,  though  with  some,  little  more  than  the  name  in  review 
is  needed. 

I.  Persons  who  take  for  specimens  of  Ohio  certain  positions  settled  by 
families  from  States  where  the  doctrine  of  the  public  school  was  part  of  the  com- 


302  EDUCATIONAL  HISTORY   OF  OHIO 

mon  school  creed  err  greatly.  Oi  the  forty-seven  members  of  the  convention  that 
framed  the  first  constitution  of  Ohio,  eight  were  from  New  England,  nine  were 
from  New  Jersey  and  New  York,  though  from  the  State  last  named  Ohio's  first 
state  school  law  was  in  the  main  imported.  New  York  and  Massachusetts  had 
vast  tracts  of  land  to  sell  and  did  not  stififen  their  sinews  to  send  buyers  to  the 
land  ofiice  of  a  rival. 

Sixteen  of  tliose  members  were  from  Pennsylvania,  Virginia,  and  Kentucky: 
and  it  would  be  irrational  to  suppose  that  the  many  thousands  of  people  whom 
they  represented  had  left  behind  them  the  old  home  notions  about  the  way  to 
educate  their  children.     This  was  not  the  free  school  way. 

2.  The  peremptory  demands  of  their  environment,  what  shall  we  eat  and 
drink,  and  wherewithal  shall  we  be  clothed,  very  largely  occupied  the  hands  and 
the  minds  of  the  great  body  of  the  early  inhabitants ;  and  reading  and  writing 
did  not  come  by  nature.  A  campaign  against  ])erennial  hardships  was  made 
greatly  harder  by  the  stress  of  war. 

3.  The  promise,  never  realized,  of  munificent  and  effective  aid.  from  the 
general  government ;  possibly  even  the  actual  aid  itself,  was,  in  the  long  stride 
of  the  years,  a  clog.  The  man  in  the  myth  did  not  put  his  shoulder  to  the  wheel 
as  long  as  he  looked  for  the  coming  of  Hercules.  The  ijromise  taught  the  people 
to  look  to  the  State  rather  than  to  themselves. 

The  "actual  aid"  made  it  ]x>ssible  to  maintain  during  a  long  intermediate 
period,  some  poor  copy  of  a  school  for  a  miserably  short  time  each  year ;  which 
"poor  excuse"  helped  to  ([uiet  the  call  of  conscience  for  something  better,  of  those 
who  knew  that  there  was  something  better. 

3.  The  idea  was  still  dominant  that  a  scheme  of  education  necessarily  con- 
templated a  fostering  by  governments  of  great  institutions  of  higher  learning, 
and  letting  some  sort  of  blind  gravity  cause  a  little  to  find  its  way  down  to  the 
common  folk. 

4.  Great  as  was  the  influence  for  good  of  the  church  schools  and  the  ^^rivate 
schools,  it  need  not  be  asserted  that  their  striving  to  possess  the  land  was  pri- 
marily to  educate  the  people ;  or  denied,  that  the  large  numbers  of  cultured 
people  interested,  financially,  and  otherwise  in  these  institutions,  could  look  with 
an  abundant  lack  of  interest  upon  efforts  toward  the  organization  of  a  system 
whose  success  would  restrict  their  field  of  operation. 

5.  This,  perhaps,  is  made  up  of  all  the  rest  —  the  reluctant  harboring  in 
the  minds  of  the  large  tax  payers  of  a  strange  communistic  doctrine  — '"the  prop- 
erty of  the  State  should  educate  the  children  of  the  State ;"  or  with  narrower 
boundaries,  not  so  swelling  a  blast  of  oratory  but  very  much  more  truth,  "the 
property  of  a  district  should  educate  the  children  of  a  district." 

6.  It  may  have  been  wise,  it  may  have  been  necessary,  to  introduce  nearly 
every  forward  measure  with  a  "by  your  leave,"  but  it  served  as  a  brake.  The 
breechband  is  a  useful  part  of  the  harness,  but  it  does  not  assist  on  the  way 
up  hill. 

/.  The  most  potent  powers  in  the  catiip  of  the  op]50sition  have  been  under 
the  command  of  general  apathy. 


EDUCATIONAL  HISTORY  OF  OHIO  303 

■'(  )iic  reads  of  it  in  educational  reports,  hears  of  it  in  educational  addresses, 
sees  it  and  feels  it  and  sighs  over  it  whenever  he  has  aught  to  do  with  public 
education,  either  as  teacher,  school  officer,  or  intelligent  patron.  It  is  the  bur- 
den of  the  schoolmaster's  dolorous  song.  It  defeats  his  l^est  laid  schemes, 
robs  him  of  honorable  reward,  drives  him  from  village  to  village,  or  from  city 
to  city." 

It  allows  the  soiled  hand  of  party  politics  to  lay  hold  of  these  precious 
interests,  to  wrest  them  from  tlieir  pious  intents,  and  convert  them  into  "spoils," 
or  worse,  does  not  forbid  their  use  as  a  reward  for  personal  .service. 

^It  costs  the  loss  of  one  mighty  force,  without  which  success  can  not  be 
snatched  from  opposing  circumstances,  viz..  intelligent  appreciation,  leading 
to  individual  action  on  the  part  of  those  primarily  interested. 

It  is  often  said,  and  its  truth  is  probable,  that  school  taxes  are  more  will- 
ingly paid  than  any  other.  It  is  one  step  toward  an  intelligent  performance  of 
an  almost  divine  act  and  bounden  duty ;  it  is  an  anodyne  to  cpiiet  an  uneasy 
conscience :  it  is  an  aj^parent  solution  of  a  ])erplexing  parental  problem.  Here 
is  a  picture  t(j  which  the  brush  of  fancy  has  not  added  one  faintest  stroke. — 
A  member  of  a  l)oar<l  of  education  with  a  large  amount  of  ])roperty  listed  for 
taxation,  voting  cheerfully  for  an  increased  levy  for  sch(jol  ])urposes.  and,  the 
next  day  one  or  more  of  his  cliildren,  out  of  school,  with  an  excu.se  or  reason, 
without  any  visible  or  palpable  means  of  su])port,  in  the  balance  of  truth,  alto- 
gether lighter  than  vanity :  the  mother  of  the  alisentees,  on  her  way  to  one  of 
her  clubs  next  day,  with  a  self-denying  thought  to  call  upon  the  teacher  of  her 
children  for  a  hasty  conference,  asking  at  the  door  of  the  big  school-house 
for  directions  as  to  where  to  find  her.  Yet  father  and  mother  apply  to  them- 
selves the  unction  that  they  are  interested  in  jjublic  education.  The  one  always 
votes  in  its  interest,  and  the  topic  of  the  other's  paper  about  to  he  read,  is  "Pri- 
mary Education  in  Greece  before  the  Age  of  Pericles." 

-Apathy,  or  one  of  his  kin,  brings  it  to  ])ass  that  often,  oh  how  often,  after 
a  quarter-century  of  ex])erience,  of  opjjortunity,  the  teacher  is  not  a  competent 
scholar,  and  has  climbed  to  no  upland  from  which  the  art  and  the  .science  of 
instruction  may  be  seen  in  their  beauty  and  fulness. 

It  closed  the  eyes  of  those  in  power  to  the  quickening  effect  that  nuist  have 
come  from  the  distribution  of  the  State  lax  among  the  counties  in  the  basis  of 
actual  attendance  of  pupils  at  school,  instead  of  upon  the  basis  of  the  school 
enumeration. 

It  caused  and  causes  thousands  of  .school  directors  to  fail  to  discern  the 
economic  fact  that  a  poor  teacher  is  a  dear  teacher,  at  any  price. 

It  sluggishly  allowed  the  carving  up  of  town.ships  far  beyond  the  permis- 
sion of  the  law,  thus  insuring  schools  both  dear  and  poor,  making  good  teachers 
scarcer  and  scarcer  by  starving  them  out. 

It  chose  legislatures  that  in  one  great  department  of  duty  wandered  so  far 
from  the  Constitution  and  stayed  so  long,  that  when  the  Supreme  Court  said 
aloud  what  lawyers  had  been  saying  for  a  half-century,  that  in  all  those  acts 
of  special  legislation  they  were  doing  what  they  were  expressly  forbidden  to  do, 
cities  and  school  districts  were  virtually  for  a  time  without  lawful  government. 


CHAPTER  XXVI 


NORMAL   SCHOOLS   IN   OHIO 


NORMAL   SCHOOLS   IN  OHIO 

BY   FRANK  P.   BACHMAN^  A.   B.,   PH.  D. 

CHE  normal  schools  of  Ohio  fall  into  three  distinct  classes :  State  normal 
schools,  private  normal  schools,  and  city  normal  and  training  schools. 
Though  these  different  types  of  normal  schools  have  sprung  from  the 
same  cause,  the  need  of  special  academic  and  professional  preparation  for  the 
work  of  teaching:  yet  they  have  had  little  in  common  and  have  affected  each 
other  in  their  development  only  indirectly.  Their  history  can  therefore  be  traced 
.separately. 

STATE    NORMAL    SCHOOLS 

The  history  of  the  state  normal  schools  of  Ohio  is  primarily  the  history 
of  the  struggle  of  the  school  men  of  the  state  for  them.  This  struggle  has 
no  parallel  in  the  educational  history  of  the  United  States.  It  began  at  least 
as  early  as  1817,  and  it  was  not  until  1902  that  the  first  state  normal  schools 
were  opened.  If  this  struggle  was  long,  it  is  no  less  interesting  and  connected 
with  it  are  the  names  of  the  greatest  school  men  of  Ohio. 

It  is  a  notable  fact  that  long  before  the  question  of  the  establishment  of 
separate  or  special  institutions  for  the  preparation  of  teachers  had  become  of 
more  than  casual  interest  in  New  England,  Governor  Worthington,  of  Ohio, 
recommended,  in  1817,  to  the  consideration  of  the  General  Assembly,  the  pro- 
priety of  establishing  a  school  at  Columbus  for  the  education  of  boys,  who, 
when  properly  prepared,  should  have  the  preference  of  employment  in  the  public 
schools  af  the  state.  Governor  Worthington's  recommendation  is  an  echo  of 
Jefferson's  great  idea,  nevertheless  it  is  perhaps  the  first  official  recommendation 
of  the  kind  made  in  the  United  States.  Other  more  tangible  matters  engaged 
the  attention  of  the  General  Assembly  and  the  recommendation  of  Governor 
Worthington  effected  nothing  other  than  to  stimulate  thought  and  discussion.  No 
official  legislative  action  of  any  kind  whatever  was  taken  until   1836. 

In  the  meantime,  .Samuel  R.  Hall,  James  Carter,  Thomas  Galleaudet,  Horace 
Mann,  Henry  Barnard,  etc.,  were  gradually  educating  the  New  England  public 
to  the  necessity  of  better  prepared  teachers.  With  each  new  wave  of  enthu- 
siasm from  New  England,  men  like  .-Mbert  Picket,  W.  H.  McGuffey,  Joseph  Ray, 
M.  G.  Williams,  E.  Slack,  C.  E.  Stowe,  and  Samuel  Lewis,  renewed  their  efforts 
in  bringing  the  people  of  Ohio  to  a  higher  appreciation  of  the  value  of  universal 
free  education  and  to  a  higher  conception  of  the  work  and  requisite  prepara- 
tion of  the  teacher.  The  work  of  these  men  in  the  State  at  large  and  also  in 
connection  with  the  Western  Literary  Institute  and  College  of  Professional 
Teachers  can  hardly  be  overestimated.  It  was  these  men  in  connection  with 
others  that  kept  ever  before  the  people  of  the  young  State,  the  great  question 
of  public  education. 

As  a  result  of  the  work  of  a  committee  appointed  in  1835  by  the  Western 
Literary  Institute  and  College  of  Professional  Teachers,  the  General  Assembly 


3o8  EDUCATIONAL  HISTORY  OF  OHIO 


appropriated  five  hundred  dollars  in  1836  and  requested  Prof.  Calvin  E.  Stowe 
to  collect,  during  his  tour  of  Europe,  and  to  report  to  the  next  General  Assem- 
bly, such  facts  with  reference  to  the  educational  work  of  Europe  as  might  be 
useful  in  the  State.  Prof.  Stowe  made  his  report  December  18,  1837.  and  under 
the  head  of  Normal  Schools,  recommended  among  other  things : 

'"The  Science  and  Art  of  teaching  should  be  made  a  regular  branch  of 
study  in  some  of  the  academies  and  high  schools  of  the  State. 

"To  give  efficiency  to  the  school  system,  to  present  a  general  standard, 
and  a  prominent  point  of  union,  there  should  be  at  least  one  model  teachers' 
seminary  at  some  central  point  —  as  at  Columbus  —  which  should  be  amply  pro- 
vided with  all  the  means  of  study  and  instruction,  and  have  connected  with  it 
schools  of  every  grade,  for  the  practice  of  the  students  under  the  immediate 
superintendence  of  their  teachers." 

Prof.  Stowe's  recommendations  were  not  acted  upon  by  the  General  Assem- 
bly. Thev  led,  however,  to  further  public  discussion  and  also  to  the  opening 
of  the   Western   Reserve  Teachers'   Seminarv  at   Kirtland   in    1838. 

A  notable  event  in  the  educational  history  of  Ohio  was  the  creation  of  the 
office  of  State  Superintendent  of  Common  Schools,  in  1837,  and  especially  the 
selection  of  Samuel  Lewis  as  its  first  incumbent.  Ohio  has  never  ])roduced  a 
greater  school  man  than  Samuel  Lewis,  and  perhaps  no  man  of  his  generation, 
Horace  Mann  and  Henry  P.arnard  not  excepted,  felt  more  deeply  the  cause  of 
public  education  and  the  necessity  of  well  prepared  teachers.  In  1838,  Mr.  Lewis 
was  requested  by  the  General  Assembly  to  report  at  their  next  session  upon  three 
questions :  ( i )  Upon  the  question  of  establishing  a  state  university  or  uni- 
versities for  the  education  of  teachers  and  other  students.  (2)  Upon  the  sys- 
tem and  location  of  such  schools.  (3)  Upon  the  expense  and  means  of  sup- 
porting the  same.  In  compliance  with  this  request,  Mr.  Lewis  made  a  report 
in  February,  1839.  With  reference  to  the  establishment  of  a  university  for  the 
education  of  teachers  and  others  he  suggested  the  following  plans : 

"One  plan  is.  to  have  county  seminaries,  by  appropriating  to  each  county 
a  certain  amount  of  money,  on  condition  that  the  counties  would  severally  add 
an  equal  sum  or  any  other  proportion,  and  thus  furnish  a  central  high  school 
for  this  purpose  at  some  central  point  in  each  district. 

"Another  plan  is,  to  divide  the  State  into  some  eighteen  or  twenty  educa- 
tional districts,  and  establish  a  normal  school  at  some  central  point  in  each 
district. 

"Another  plan  proposes  to  appropriate  certain  sums  of  monev  to  each  of 
the  dififerent  colleges  that  will  undertake  to  organize  in  their  institutions  a 
teachers'  department,  and  instruct  a  certain  number  of  persons  as  teachers  of 
the  common  school. 

"A  fourth  plan  is.  to  make  a  commencement  by  establishing  at  Columbus 
one  normal  or  model  school  for  the  preparation  of  teachers." 

Mr.  Lewis  was  inclined  toward  the  fourth  plan  and  entered  into  considerable 
detail  with  reference  to  the  probable  expense,  the  general  management  and  organ- 
ization  of  the   school.     Although   it   was  shown   that  the  experiment  might  be 


EDUCATIONAL  HISTORY   OF  OHIO  309 

begun  with  an  apjjriipriation  of  five  thousand  dollars,  yet  the  tjeneral  Assem- 
bly failed  even  to  consider  the  report. 

The  action  of  the  deneral  Assembly  of  1839  marks  the  dividing  of  the 
ways  so  far  as  the  educational  progress  of  Ohio  is  concerned.  Mr.  Lewis's 
report  shows  that  he  was  well  versed  in  the  best  European  thought  with  refer- 
ence to  the  preparation  of  teachers,  that  he  was  fully  conversant  with  the  general 
plans  and  movements  that  w'ere  taking  place  in  Massachusetts,  Connecticut, 
Xew  York,  and  Pennsylvania,  and  that  Ohio  was  fully  abreast  of  the  times  in 
all  that  had  to  do  with  the  pre])aration  of  teachers.  From  that  day  to  this,  Ohio 
has  lagged  behind  and  to-dav  has  the  poorest  prepared  body  of  teachers  of  any 
of  the  states  with  which  ( )hio  has  a  right  to  be  compared  by  virtue  of  her  wealth 
and  lier  achievements.  The  action  of  the  (ieneral  .Assembly  of  1839  "I'lcl  that  of 
subsequent  legislatures  not  only  retarded  the  development  of  a  profesional  body 
of  teachers  in  Ohio,  hut  it  also  opened  the  way  for  the  establishment  of  a  large 
number  of  private  normal  schools  and  private  institutions.  Many  of  these,  as 
we  shall  see,  did  a  splendid  service,  yet  their  influence  as  a  whole  has  been  to 
breed  low  ideals  of  scholarship  and  foster  false  standards  of  preparation,  and 
as  a  general  result,  the  state  is  burdened  with  a  considerable  numlier  of  inferior 
institutions. 

Willi  the  abolition  of  the  office  of  State  Su])erintendent  of  Common  Schools 
in  1840,  the  care  of  the  schools  was  transferred  to  the  Secretary  of  State,  where 
it  remained  until  1853.  During  this  jjeriod  of  more  than  a  decade,  though  the 
advisability  of  estaljlishing  state  schools  for  the  preparation  of  teachers  was 
continually  discussed.  Mr.  Trevitt  was  the  only  Secretary  of  State  that  seriously 
commended  the  establishment  of  normal  schools  to  the  General  .Assembly.  In- 
deed, the  .Secretaries  of  State  succeeding  Mr.  Trevitt  seemed  more  inclined  to 
give  preference  to  teachers"  meetings  and  institutes  as  a  means  of  qualifying 
teachers.  Yet  it  must  be  said  for  Mr.  (ialloway  that  he  did  make  a  suggestion 
that  was  acted  upon  by  Miami  L'niversity,  and  later  by  the  Ohio  and  Ohio  State 
Universities.  The  suggestion  is  this:  "It  would  certainly  be  a  commendable 
measure  if  those  who  preside  over  our  State  universities  would  organize  such 
departments  and  present  inducements  to  indigent  but  worthy  men  to  qualify 
themselves  as  teachers." 

.Acting  ill  accord  with  this  suggestion,  Aliami  L'niversity  at  Oxford  opened 
in  1850  an  English  and  Xormal  Department.  The  normal  school  aspect  of  this 
deijartment  was  little  more  than  a  name  and  the  course  offered  was  really  an 
English-Scientific  course.  This  department  was  continued  until  Miami  was 
closed  in  1873,  and  was  not  restored  when  the  school  was  re-opened  in  1884. 
From  the  nature  of  the  course  ofifered,  it  appealed  little  to  teachers  and  as  a 
means  of  preparing  teachers  it  was  a  failure  and  exerted  little  or  no  influence 
upon  the  development  of  professionalism  in  the  schools.  Yet  the  efifort  of  Miami 
was  commendable,  as  she  tried  in  her  own  way  to  meet  the  need  of  more  adequate 
facilities  for  the  professional  preparation  of  teachers. 

The  years  1840-1850  marked  a  decline  in  the  general  interest  in  public  edu- 
cation in  Ohio.  With  the  adoption  of  the  new  constitution,  with  the  restoration 
of  the  office  of  State  Commissioner  of  Common   Schools,  and   more  especially 


310 


EDUCATIONAL   HISTORY   OF  OHIO 


through  the  ahnost  unparalelled  activity  of  the  State  Teachers'  Association  new 
interest  was  aroused.  With  this  new  interest  came  repeated  demands  for  the 
estabhshment  of  state  normal  schools.  The  continued  public  discussion  and  the 
repeated  resolutions  of  the  State  Teachers'  Association  finally  found  expression 
February  15,  1858,  in  a  bill  presented  to  the  General  Assembly  b\-  Senator  Can- 
field,  of  Medina  county,  providing: 

"That  there  he  established  a:;.l  organized,  as  soon  as  j^racticable,  an  insti- 
tution for  the  training  and  education  of  common  school  teachers,  to  be  denom- 
inated "The  Ohio  Xormal  School'." 

The  bill  also  provided  for  the  appointment  of  a  board  of  trustees,  for  the 
acceptance  of  the  McXeely  Xormal  School  property  at  Hopedale,  and  the  appro- 
priation of  ten  thousand  dollars.  This  bill  though  it  had  a  second  reading  in 
the  House  was  smothered  in  the  Senate. 

At  this  same  session,  Mr.  Dawes,  of  Morgan  County,  introduced  a  bill 
providing  for  the  establishment  of  normal  schools  in  each  of  the  several  con- 
gressional districts  of  the  state,  under  given  conditions.  This  bill,  like  its  sister, 
was  lost  in  committee.  Thus  after  more  than  fortv  years  of  discussion  it  at 
least  became  possible  to  have  a  bill  introduced  in  the  General  Assembly  pro- 
viding for  the  establishment  of  normal  schools.  Yet  from  the  reception  given 
these  bills,  the  school  men  of  the  state  knew  that  there  was  little  for  which  to 
hope  from  the  state  in  the  immediate  future.  Yet  the  agitation  went  on  and 
State  Commissioner  after  State  Commissioner  called  attention  to  the  imperative 
need  of  the  state  providing  for  the  training  and  education  of  her  teachers. 

The  General  .\ssembly.  however,  evinced  no  interest  in  the  question  until 
1865,  when  thinking  that  it  might  somehow  be  possible  to  connect  a  normal 
school  with  the  proposed  Industrial  College,  it  requested  Hon.  E.  E.  White, 
State  Commissioner  of  Common  Schools,  to  report  upon  the  best  plan  of  organ- 
izing and  providing  for  one  or  more  efficient  normal  schools  in  the  state.  Mr. 
White  made  a  most  scholarly  and  elaborate  report,  discussing  the  necessity  of 
professional  training  of  teachers,  the  work  in  other  states,  the  probable  cost, 
reviewing  the  historic  struggle  for  such  schools  in  the  state,  and  closing  his 
report  with  these  words:  "An  efficient  system  of  professional  training  for  the 
teachers  of  the  state  is  imperatively  needed  to  infuse  new  life  and  vigor  into 
the  schools  and  elevate  the  standards  of  public  instruction.  I  would  most  earn- 
estly commend  this  subject  to  the  favorable  consideration  of  the  General  As- 
sembly." Though  Mr.  White  commended  the  question  to  the  General  Assembly 
with  all  the  force  and  arguments  at  his  command,  it  availed  nothing. 

Although  each  succeeding  State  Commissioner  called  the  attention  of  the 
General  Assembly  to  the  great  need  of  more  adequate  facilities  for  the  trainiu':;; 
of  teachers,  nothing  of  mere  than  jmssing  interest  occurred  until  1872  and  1873, 
■when  Governor  Noyes  in  his  annual  messages,  commenting  upon  th.e  financial 
embarrassment  of  Miami  and  ( )hio  I'niversities,  recommended  that  one  or  both 
of  these  institutions  be  made  available  for  normal  instruction,  or  at  least  that 
one  of  them  be  made  a  normal  school  wholly  supported  by  the  state.  Though 
Governor  Xoyes's  recommendation  was  not  acted  upon,  it  is  interesting  to  note 
that  the  state  was  looking  toward  these  institutions  as  the  most  suitable  under 
the  conditions  and  best  adapted  to  take  up  the  work  of  normal  school  instruction. 


EDUCATIONAL  HISTORY  OF  OHIO 


3" 


For  a  few  years  after  Governor  Noyes's  recommendation,  various  State 
Commissioners  kept  the  need  of  state  normal  schools  hefore  the  people,  but  from 
the  days  of  Charles  S.  Smart  to  those  of  John  Hancock,  that  is,  for  quite  a  decade, 
not  a  State  Commissioner  seemed  to  feel  or  appreciate  the  need  of  such  schools. 
Though  a  few  articles  appeared  in  the  educational  journals  of  the  state  and  one 
paper  at  least  was  read  before  the  Ohio  Teachers'  Association  discussing  the 
necessity  of  professional  preparation  for  teaching,  yet  nowhere  during  this  period 
have  I  been  able  to  find  a  single  word  with  reference  to  the  duty  and  need  of 
the  state  establishing  and  supporting  state  normal  schools.  The  school  men 
seemed  to  have  lost  hope  and  no  longer  seemed  to  feel  the  need  of  any  such 
action  on  the  part  of  the  state.  Nevertheless  in  1886  an  event  occurred  that 
was  freighted  with  more  than  usual  importance.  The  General  Assembly  appro- 
priated five  thousand  dollars  to  establish  a  normal  department  at  Ohio  Univer- 
sity. This  was  the  first  money  ever  appropriated  by  the  state  for  the  professional 
preparation  of  teachers,  but  it  was  not  the  last. 

Ohio  University  had  for  years  been  in  close  touch  with  the  teachers  of  the 
state  and  was  well  adapted  to  take  up  this  new  work.  She  entered  into  it  with 
zeal  and  earnestness.  Dr.  John  P.  Gordy  was  selected  as  head  of  the  new  de- 
partment. The  spirit  and  scope  of  the  work  undertaken  can  best  be  gotten  from 
the  following  selection  from   President  Charles  Super's  report  of  1886: 

"Two  courses  of  study  have  been  laid  down, —  one  equal  to  and  parallel 
with  the  two  college  courses.  It  is  proposed  to  equip  those  who  finish  this  with 
all  the  knowledge  possessed  by  college  graduates,  but  also  with  special  qualifi- 
cations for  the  teachers'  profession  in  its  highest  departments.  In  the  nature  of 
the  case,  the  number  who  complete  this  course  will  never  be  very  large,  yet  it 
is  proposed  to  make  their  mental  equipment  so  excellent  that  they  must  become 
centers  of  intellectual  progress,  from  which  shall  emanate  all  that  tends  to  make 
the  teachers'  profession  an  honoraljle  one,  and  a  blessing  to  the  youth  of  Ohio. 
The  other  course  is  an  elementary  one.  Hut  it  is  elementary  only  in  comparison 
with  the  advanced  course,  and  embraces  many  of  its  excellent  features.  Its  pur- 
pose is  to  furnish  the  best  possible  equipment  for  those  persons  who  feel  the  need 
of  some  special  training  in  a  lower  degree  for  the  work  of  teaching,  but  who  for 
any  cause  find  it  impossible  or  burdensome  to  take  the  longer  course." 

Dr.  Cjordy  entered  upon  his  work  with  great  enthusiasm,  a  training  school 
was  organized,  the  department  was  given  great  prominence  in  the  University, 
and  a  considerable  number  of  students  took  the  work.  Within  a  year  or  two, 
however,  the  practice  school  was  abandoned ;  Dr.  Gordy  came  gradually  to  give 
less  and  less  time  to  purely  educational  work  and  more  and  more  to  Political 
Science  and  History ;  fewer  students  graduated  from  the  dejjartment :  and  less 
and  less  money  was  asked  of  the  state  for  the  maintainance  of  the  department. 
Thus  gradually  the  normal  department  that  promised  so  much  in  1886  came  by 
1896  to  be  but  one  of  the  subordinate  departments  of  the  University.  With  the 
retirement  of  Dr.  Gordy  from  the  University  in  1896,  and  after  1896,  when  no 
special  appropriation  was  asked  of  the  state,  the  normal  department  was  still 
further  subordinated  and  the  work  of  training  teachers  came  to  be  a  minor  mat- 
ter at  Ohio  University.     Nevertheless,   it  can  be  justly  said  that  many  of  the 


312 


EDUCATIONAL   HISTORY   OF   OHIO 


])resent  school  men  of  Southern  (Jhio  were  greatly  aidctl  and  benefited  by  the 
work  of  this  de])artment.  The  only  regret  is  that  greater  effort  was  not  put 
forth  continually  to  strengthen  and  to  develop  the  department  into  a  normal 
college,  rather  than  that  it  should  have  been  permitted  to  decline  and  become 
merely  an  appendage  of  the  department  of  I'sychology  and  l'hiloso])liy. 

As  we  approach  the  year  1890,  the  long  apparent  indifference  of  the  school 
men  of  the  state  toward  the  question  of  state  normal  schools  gradually  gave 
wav  to  a  renewed  interest.  Mr.  W.  J.  White  read  a  paper  before  the  Ohio 
Teachers'  Association  in  1885  upon  the  Professional  Training  and  l're])aration  of 
Teachers.  Dr.  John  Hancock,  in  Iiis  report  of  1888  discussed  the  training  of 
teachers  and  once  again  sought  to  arouse  the  state  to  the  appreciation  of  the  need 
of  providing  state  schools.  The  Ohio  Teachers'  .Association,  in  1890.  empowered 
its  legislative  committee  to  work  for  the  establishment  of  state  normal  schools. 
Hon.  Oscar  T.  Corson  in  his  report  of  1893,  appreciating  the  necessity  of  special 
training  for  teachers,  recommended  the  subsidizing  of  colleges,  universities,  or 
normal  schools  of  the  state  that  would  establish  normal  dei)artments  approved 
bv  the  State  Board  of  Plxaminers.  This  recommendation  was  endorsed  by  the 
State  Township  Superintendents'  Association  in  its  meeting  of  1894.  Mr.  Cor- 
son again  called  attention  to  his  recommendation  in  1895.  The  Ohio  Teachers' 
Association   in    1897,  PUt  itself  on   record   as   follows: 

"Kcsolini.  That  the  sentiment  of  this  Association  is,  without  reservation, 
in  favor  of  such  a  svstem  of  State  Normal  Schools  as  will  insure  not  only  the 
adequate  training  of  teachers  for  their  work  but  also  the  efficient  qualifying  of 
our  young  men  and  women  for  positions  of  leadership  in  educational  affairs." 

In  answer  to  this  renewed  interest  in  state  normal  schools,  and  the  growing 
demand  for  professional  training,  the  Ohio  State  University  opened  a  pedagogical 
department  in  1897  with  Dr.  John  P.  Gordy  of  .Athens  as  head,  thus  giving 
to  the  state  a  second  educational  department  in  its  universities. 

The  Hon.  Lewis  D.  Bonebrake,  in  his  report  of  1899,  made  the  following 
recommendation :  "The  General  Assembly  would  do  well  to  provide  some  efficient 
agency  for  the  training  of  teachers.  The  need  is  imperative.  The  plan  most 
meeting  the  common  judgment  of  the  leading  school  men  of  the  state  is  to  pro- 
vide at  the  State  University  first  of  all  a  teachers'  college  of  high  order.  Such 
a  college  should  have  a  building  of  its  own,  a  large,  well  selected  pedagogical 
library,  and  a  faculty  capable  of  teaching  in  the  most  approved  manner  the 
history,  science,  art  and  philosophy  of  education,  it  should,  at  least,  be  the  equal 
of  any  college  in  the  University.     *     '''     * 

"In  additon  to  such  central  teachers'  college  the  state,  as  soon  as  practicable, 
or  when,  through  taxation  or  ]5rivate  gift,  the  conditions  are  propitious,  should 
establish  in  the  four  quarters  of  the  state  a  series  of  four  or  five  normal  .schools, 
whose  curricula  would  lead  up  to  the  teachers'  college  noted  above,  and  be  so 
planned  as  to  train  especially  those  who  make  the  great  rank  and  file  of  teachers." 

In  line  with  this  recommendation  and  as  the  result  of  almost  ten  years  of 
continued  discussion.  Representative  Charles  F.  Seese,  of  Summit  county,  in 
1899  introduced  in  the  (leneral  Assembly  what  was  pro])erly  known  as  the  "State 


EDUCATIONAL  HISTORY   OF  OHIO 


313 


Xornial  School  Hill."  This  bill  provided:  (i)  for  the  creation  of  a  normal 
school  commission  witli  ])ower  to  establish  a  series  of  normal  schools,  one  of 
which  should  he  a  normal  colk\i;e  for  the  preparation  of  high  school  teachers, 
normal  training  school  teachers  and  teachers  for  schools  of  higher  grade;  (2) 
for  the  creation  of  a  board  of  trustees  for  each  normal  school  established ;  (3)  for 
the  location  of  the  normal  college  in  connection  with  the  Ohio  State  University; 
and  (4)  defined  tlie  ])ur]30se  of  normal  schools  and  fixed  the  admission  require- 
ments. 

This  bill,  it  will  be  noted,  is  exceedingly  comprehensive  and  provides  both 
for  the  professional  preparation  of  educational  leaders  and  for  the  professional 
preparation  of  the  rank  and  file  of  teachers.  Notwithstanding  the  bill  had  the 
support  of  the  various  teachers'  associations  and  of  the  leading  school  men  of 
the  state,  and  notwithstanding  its  passage  was  urged  by  a  petition  bearing  twenty 
thousand  signatures,  it  was  finally  defeated.  Thus,  after  more  than  eighty  years 
of  public  discussion,  resolution,  and  legislative  reports,  the  General  Assembly 
was  brought  face  to  face  with  the  questions  of  establishng  state  institutions  for 
the  preparation  of  teachers  and  was  compelled  to  vote.  To  be  sure,  this  was 
not  the  first  time  that  a  normal  school  bill  had  been  introduced,  but  it  was  the 
first  time  that  such  a  bill  came  to  a  final  vote.  Though  the  bill  was  defeated, 
the  friends  of  state  normal  schools  were  not  discouraged.  Thev  took  new  council 
and  hope,  and  the  ((uestion  was  discussed  and  agitated  with  renewed  vigor  and 
determination. 

With  the  renewal  of  discussion  the  thought  came  more  and  more  to  the  front 
that  the  most  expedient  and  economical  means  of  Ohio  making  a  beginning  of 
state  preparation  of  teachers  would  be  through  utilizing  her  state  universities 
to  this  end.  The  following  is  the  recommendation  of  Dr.  .\lston  Ellis,  president 
of  Ohio  University,  in  his  annual  report  of  1901  : 

"Ohio  University,  by  tradition  and  experience,  has  ever  been  in  close  touch 
with  the  public  school  system  of  the  State.  Many  of  the  graduates  and  many 
who  left  the  undergraduate  classes  without  co;npleting  a  course  are  now  engaged 
in  teaching.  ( )f  the  students  now  in  attendance  upon  college  classes  at  least  one- 
third  have  had  successful  experience  in  teaching.  This  institution  was  one  of 
the  first  in  Ohio  to  establish  and  maintain  with  credit  a  department  of  psychology 
and  pedagogy,  and  to-day  that  department  is  in  successful  operation  and  giving 
promise  of  better  work  in  the  future.  .\t  the  minimum  of  cost  the  State  could 
provide,  in  connection  with  ( )hio  University,  efficient  means  for  the  thorough 
preparation  of  young  men  and  women  for  high  service  in  the  ])ublic  schools. 
The  building  site  is  provided ;  much  of  the  teaching  force  is  at  hand  and  avail- 
able ;  nearly  all  equii)ment  in  the  way  of  library,  laboratories  and  other  needed 
accessories  is  within  reach,  and  the  executive  head  is  already  provided.  A  new 
Iniilding,  es]X'cially  planned  for  the  distinctive  work  of  the  'college,'  would  cause 
the  greatest  outlay  of  money ;  but  money  so  expended  would  bring  its  euqiva- 
lent  in  property  owned  by  the  State  anfl  controlled  by  its  rc]5resentatives.  The 
equipment  of  the  new  building  would  not  be  expensive,  and  the  number  of  stu- 
dents would  determine  the  number  of  additions  to  be  made  to  our  present  teach- 
ing force.     The  ?anie  grounds,  assembly  rooms  and  library  that  meet  the  wants 


314  EDUCATIONAL   HISTORY   OF   OHIO 

of  the  university  students  under  present  conditions  would  answer,  in  like  manner, 
the  wants  of  those  enrolled  in  the  "college  for  teacliers."  This  is  one  means  of 
solving  the  'normal  school  problem'  in  Ohio,  and  in  a  manner  suggestive  of 
educational  foresight  and  econonn." 

The  recommendation  of  Dr.  W.  O.  Thompson,  president  of  the  Ohio  State 
University,  in  his  report  of  the  same  year,  embodies  a  similar  thought : 

'"Some  years  ago  the  University  established  a  department  of  education,  with 
Professor  J.  P.  Gordy  in  charge.  This  was  an  effort  to  meet,  for  a  time,  a  demand 
for  pedagogical  instruction  on  the  part  of  students  proposing  to  teach  and  to  add 
an  important  element  to  the  curriculum  of  the  University.  The  effort  has  served 
to  emphasize  the  necessity  of  pedagogical  and  professional  training  for  teachers, 
in  addition  to  higher  attainments  in  scholarship.  The  feeling  is  tmiversal  at  the 
University  that  it  is  not  desirable  to  organize  a  normal  school,  as  ordinarily 
conceived,  but  that  it  would  be  most  desirable  to  organize  a  first-class,  high 
grade  college  for  teachers,  where  the  best  that  is  known  in  the  science  of  educa- 
tion may  be  taught  and  discussed.  Such  a  college  should  prepare  and  equip  our 
young  men  and  women  for  the  most  important  teaching  positions  in  our  State. 
The  fact  that  no  such  a  college  is  to  be  found  in  the  central  west  suggests  the 
opportunity  that  is  before  the  Ohio  State  University.  The  preparation  given  at 
the  ordinary  normal  school  in  an  elementary  way  prepares  a  teacher  for  work 
in  the  grades  only.  The  experience  of  other  states  has  been  so  vmsatisfactory 
as  to  suggest  that  Ohio  shall  profit  by  their  experience  rather  than  to  blindly 
follow  it.  Intelligent  men  agree  that  a  great  service  to  the  cause  of  education 
and  to  the  public  would  be  rendered  if  adequate  professional  training  could  be 
given  to  the  teachers  in  our  high  schools.  The  State  of  Ohio  now  needs  the 
organization  of  several  hundred  township  high  schools.  She  needs  better  teaching 
in  schools  already  organized.  Persons  who  desire  advanced  professional  training 
find  it  necessary  to  seek  it  elsewhere.  Ohio  has  not  yet  made  such  provision. 
The  University  is  aware  of  the  widespread  desire  among  the  teachers  of  the 
State  for  such  a  college.  It  is  also  recognized  that  provision  has  been  made  for 
the  general  education  of  the  youth  of:  the  State  and  for  technical  and  professional 
education  in  other  line's.  The  teaching  profession  affects  the  public  so  directly 
that  the  argument  for  the  special  jjrofessional  education  of  teachers  is  with 
difficulty  resisted.  Inability,  not  unwillingness,  has  caused  the  delay  in  this 
important  work.  It  is  recognized  that  with  the  other  educational  facilities  pro- 
vided by  the  State,  a  college  for  teachers  would  have  a  stimulatng  and  helpful 
environment.  Such  a  college  could  be  provided  at  the  University  at  a  minimum 
expense.  Its  service  to  the  cause  of  education,  to  the  high  schools  of  the  State 
and  to  the  young  men  and  women  j^roposing  to  teach  would  be  of  increasing  value. 
The  hope  is  here  expressed  that  the  legislature  of  the  State  may  give  this  ques- 
tion due  consideration  and  provide  such  revenues  as  will  enable  the  l^nivcrsity 
to  proceed  with  the  work." 

In  conformity  with  the  new  turn  tliat  .sentiment  had  tnkcn.  the  Hon.  Charles  F. 
Seese,  Conimissioiier  Lewis  D.  Bonebrake,  and  Dr.  .\lston  Ellis  formulated  the  See.se 
Bill  and  through  their  untiring  efforts,  aided  by  the  friends  of  normal  schools :  the  bill 
became  a  law  in   1002.     The  provisions  of  the  law  arc    as  follows  : 


EDGAR   ERVIN 

Field  Agent  of  Ohio  University  at  Athens.      Holder  of  Life  State 

Certificate.     Superintendent  of  Schools  Syracuse  for  Six 

Years.     Member  of  Board  of  College  Trustees 

Carleton  College.     Author  of  History 

of  Ohio  University 


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EDUCATIONAL  HISTORY  OF  OHIO  315 

"Section  1.  That  there  he  and  are  herehy  created  and  estalilished  two  state  normal 
schools  to  be  located  as  follows :  One  in  connection  with  Ohio  University,  at  Athens, 
one  in   connection  with   the   Miami    University,   at   Oxford. 

"Section  2.  The  boards  of  trustees  of  said  universities  shall,  not  later  than  Sep- 
tember, 1903,  organize  at  their  respective  universities  a  normal  school  which  shall  be 
co-ordinate  with  existing  courses  of  instruction,  and  shall  be  maintained  in  such  a  state 
of  efficiency  as  to  provide  proper  theoretical  and  practical  training  for  all  students  desir- 
ing to  prepare  themselves  for  the  work  of  teaching ;  said  normal  schools,  in  each  case, 
being  under  the  general  charge  and  management  of  the  respective  boards  of  trustees  of 
said  universities. 

"Section  3.  To  enable  the  Ohio  University  and  the  Miami  University  to  organize  and 
support  said  normal  schools  there  shall  be  levied  annually  a  tax  on  the  grand  list  of 
the  taxable  property  of  the  state  of  Ohio,  which  shall  be  collected  in  the  same  manner 
as  other  state  taxes  and  the  proceeds  of  which  .■^hall  be  made  a  part  of  the  'Ohio  and  Miami 
University  fund.'  as  already  provided  for  (O,  L..  Vol.  92,  pp.  4(1-41).  The  rate  of  such 
levy  shall  be  designated  by  the  General  Assembly  at  least  once  in  two  years,  and  if  the 
General  Assembly  shall  fail  to  designate  the  rate  for  any  year,  the  same  shall  be  for  the 
said  'Ohio  and  Miami  University  fund,'  one  thirtieth  (1-30)  of  one  mill  upon  each  dollar 
of  the  valuation  of  such  taxable  property. 

"Section  4.  The  said  'Ohio  and  Miami  University  fund,'  as  herein  described,  shall  be 
distributed  and  paid  annually,  seven-twelfths  (7-12)  thereof  to  the  treasurer  of  the  Ohio 
University  upon  the  order  of  the  president  of  the  board  of  trustees  of  the  .said  Ohio 
University  and  five-twelfths  (5-12)  thereof  to  the  treasurer  of  the  Miami  University  upon 
the  order  of  the  president  of  the  board  of  trustees  of  said  Miami  University. 

"Section  .5.  The  Governor  is  hereby  authorized  and  required,  within  ninety  days 
after  the  passage  of  this  act,  to  appoint  a  board  to  be  known  as  the  State  Normal  School 
Commission,  consisting  of  four  judicious  citizens  of  the  state,  not  more  than  two  of  whom 
shall  be  of  the  same  political  party,  who  .shall  serve  without  compensation,  and  whose 
duty  it  shall  be  to  make  investigation  upon  the  need  and  advisability  of  the  future  estab- 
lishment by  the  state  of  one  or  more  additional  normal  schools,  and  to  consider  in  what 
manner  and  to  what  extent  existing  educational  institutions  other  than  those  now  supported 
by  the  .state  can  be  made  more  active  and  effective  in  the  better  training  of  persons  for 
service   in.   the  public   schools. 

"Section  (i.  The  State  Normal  School  Commission  shall,  prior  to  the  meeting  of  the 
Seventy-Sixth  General  .'Assembly,  make  full  report  of  its  findings  and  investigations  to  the 
Governor,  who  shall  upon  the  organization  of  the  General  Assemlily  transmit  to  it  said 
report  with  such  recommendations  as  he  may  deem  proper. 

"Section   7.     This  act   shall   take  effect   and   be   in    force   from   and   after   its  passage." 

It  was  in  accordance  with  the  ])rovisions  of  this  law  that  state  normal  schools 
were  opened  at  Athens  and  C)xford.  September,  1902.  The  work  of  these  two 
schools  is  of  a  hig;h  order  and  it  has  very  mtich  in  common,  each  offering  two 
general  courses.  ( )ne  course  is  designed  to  prepare  teachers  for  the  elementary 
schools,  while  the  other  is  adapted  to  the  needs  of  secondary  teachers,  principals 
and  superintendents.  The  school  at  Athens  occupies  a  fine  new  building,  the 
first  building  in  Ohio  erected  at  state  expense  and  dedicated  to  the  cause  of 
professional  training  of  teachers.  The  erection  of  this  building  was  due  espe- 
cially to  the  efforts  of  President  Alston  Ellis. 

With  the  passage  of  the  Seese  Rill  and  the  opening  of  the  two  state  normal 
schools  at  Ohio  and  Miami  Universities  closes  the  long  struggle  for  state  normal 
schools.     The  schools  at  Athens  and  Oxford  stand  as  a  monument  to  eighty-five 


3l6  EDUCATIONAL  HISTORY   OF  OHIO 

years  of  struggle  and  to  the  patience,  self-sacrifice  and  hope  of  the  teachers  of 
(J)hio.  It  must  not  be  thought,  however,  that  the  work  of  securing  professional 
preparation  for  teachers  is  done,  or  that  with  the  establishment  of  these  state 
schools  the  teachers  of  Ohio  are  made  a  professional  body.  There  yet  remains 
the  work  of  strengthening  and  developing  the  schools  already  established,  and  of 
securing  state  recognition  for  their  graduates.  There  remains  the  work  of  estab- 
lishing other  schools  of  similar  character,  the  work  of  creating  a  strong  public 
sentiment  in  favor  of  professional  teachers  and  of  securing  such  legislation  as 
will  permit  only  the  employment  of  teachers  who  have  had  especial  academic  and 
professional  preparation  for  their  given  work.  That  already  acconijjlished  is 
great,  that  yet  to  be  accomplished  is  even  greater.  Yet  if  we  approach  the  work 
still  to  be  done  in  the  same  sjjirit  and  with  the  same  determination  as  have  been 
evinced  by  the  teachers  of  Ohio  in  the  past,  there  is  no  reason  to  doubt  that 
(3hio,  with  her  abundant  resources  and  her  intelligent  citizenship,  may  not  be 
brought  to  insist  that  every  teacher  in  her  public  schools  be  a  professional  teacher, 
be  brought  to  supply  adequate  facilities  for  the  professional  preparation  of  all 
the  teachers  required  for  her  schools,  be  brought  to  make  teaching  in  Ohio  a 
profession.  The  professionalization  of  teaching  in  Ohio  is  the  work  of  the  pres- 
ent, it  is  the  work  of  the  immediate  future.  To  this  end  let  every  energy  be 
directed. 

PRIVATE  NORMAL  SCHOOLS 

As  was  suggested  above,  the  long  delay  of  Ohio  in  providing  state  facilities 
for  the  preparation  of  teachers  opened  the  way  for  the  establishment  of  private 
normal  schools.  The  number  of  such  schools  that  have  been  established,  flour- 
ished for  a  time  and  then  died  are  numbered  by  the  score.  A  few  have  continued 
to  exist  and  two  or  three  are  at  the  present  time  in  a  prosperous  condition.  Of 
those  that  died,  the  McNeely  Normal  School  has  the  most  intrinsic  interest,  while 
the  schools  at  Lebanon  and  Ada  are  the  best  illustrations  of  those  that  have  sur- 
vived. 

The  McNeely  Normal  School  was  located  at  Hopesdale.  Harrison  county. 
The  school  as  such  was  opened  in  1852.  It  grew  out  of  the  theory  that  children, 
before  they  had  attained  some  maturity,  should  not  be  separated  from  their 
parents  and  confided  to  boarding  schools,  and  it  rested  upon  the  conviction  that 
through  the  proper  co-operation  of  citizens  adequate  facilities  for  all  the  earliest 
education  might  be  provided  at  home.  A  farm  of  about  two  hundred  acres  was 
devoted  to  this  work,  and  a  ten  acre  plot  was  reserved  in  the  center  as  the  site 
of  the  "model  country  district  school."  A  convenient,  handsome,  and  commo- 
dious building  was  erected  and  the  grounds  were  tastefully  and  beautifully  orna- 
mented. The  struggle  with  the  board  of  education,  the  open  o])position  and  lack 
of  co-operation  of  the  citizens  of  Harrison  county,  however,  doomed  the  school  to 
failure  from  the  beginning.  Mr.  Regal,  who  was  in  charge  of  the  school,  seeing 
the  failure  of  the  "anti-boarding  school  movement,"  resolved  to  carry  forward 
the  enterprise  as  a  normal  school  and  thereby  make  the  school  independent  of  the 


EDUCATIONAL  HISTORY   OF   OHIO 


317 


local  coniniiinity.  A  substantial  boarding-hall,  known  as  Puniphrey  Hall,  was 
erected  in   1855,  and  other  needed  improvements  were  made  to  this  end. 

In  the  meantime,  the  Ohio  Teachers'  Association,  organized  in  1847,  lif"' 
come  to  take  an  active  interest  in  the  establishment  of  normal  schools.  The 
State  failing  to  provide  facilities.  Dr.  A.  D.  Lord,  who  was  then  acting  as  the 
state  agent  of  the  Association,  in  his  report  of  1854  recommended  the  establish- 
ment of  a  normal  school  under  the  auspices  of  the  Association.  At  the  next 
annual  meeting  a  letter  was  read  from  Cyrus  McXeely,  offering  to  transfer  the 
school  at  Hopedale,  valued  at  $10,000,  to  the  Association  for  the  purpose  of  a 
normal  school.  This  gift  was  accepted  at  the  semi-annual  meeting,  held  at  Cleve- 
land in  1855.  A  committee  of  eleven  was  ap]X)inted  to  take  possession  of  the 
property ;  an  endowment  fund  of  several  thousand  dollars  was  pledged  by  the 
friends  of  the  enterprise :  a  board  of  trustees  was  elected  and  the  institution  in- 
corporated under  the  general  law  as  the  McNeely  Normal  School  i>i  Ohio.  Dr. 
John  Ogden  was  made  principal,  Mr.  Edwin  Regal  was  retained  in  the  a-adcmic 
department,  and  Miss  Betsey  M.  Cowles  took  charge  of  the  model  school.  Within 
two  years  the  Association,  which  was  then  supporting  an  educational  journal 
and  a  field  agent,  as  well  as  the  McNeely  Normal  School,  found  itself  heavily 
in  debt.  A  strong  appeal  was  made  to  the  Ceneral  Assembly  to  make  the 
McNeely  Normal  a  state  school,  but  the  appeal  was  made  in  vain.  The  Associa- 
tion, feeling  unable  to  bear  the  financial  responsibility  any  longer,  tacitlv  trans- 
ferred the  school  to  Mr.  Regal,  and  he  carried  it  on  as  a  private  normal,  though 
the  Association  continued  to  exercise  a  nominal  control  until  1875. 

Under  the  alternate  control  of  Air.  Regal  and  Mr.  Rrinkerhoff  the  school 
was  brought  to  a  ccjnsiderable  degree  of  excellence.  Yet  it  always  had  its  jieriods 
of  prosperity  and  depression,  and  has  now  been  closed  for  several  years. 

Like  all  the  other  private  schools  of  this  kind  in  Ohio,  it  was  only  a  normal 
school  in  name.  To  be  sure,  instruction  was  always  given  in  '"theory  and  practice 
of  teaching,"  and  there  were  "review  courses"  for  teachers,  yet  the  training  of 
teachers  in  no  wise  circumscribed  the  limits  of  its  work.  The  school  had  a  four 
year  academic  course  and  a  four  year  college  course.  It  thus  canvassed  the 
whole  range  of  secondary  and  college  instruction,  and  pure  secondary  and  college 
instruction  comprised  at  all  times  the  major  portion  of  its  work. 

The  National  Normal  University  at  Lebanon  grew  out  of  the  movement  of 
the  teachers  of  the  State  to  provide  professional  training  for  themselves.  In  the 
summer  of  1855,  John  Hancock,  A.  J.  RickofF.  and  others  made  a  call  to  the 
teachers  of  Southwestern  ( )hio  for  a  three  weeks'  institute.  This  institute  was 
held  in  the  buildings  of  Miami  University.  During  the  progress  of  the  institute, 
the  Southwestern  State  Normal  School  Association  was  formed.  The  aim  and 
object  of  this  Association  was  to  establish  and  sustain  in  Southwestern  Ohio  a 
state  normal  school  until  aid  could  be  obtained  from  the  State.  The  trustees  of 
the  Association  located  the  school  at  Lebanon.  As  an  inducement,  the  trustees 
of  the  Lebanon  Academy  gave  their  building  and  lot.  Alfred  Holbrook  was 
made  principal,  and  the  new  school,  under  the  name  of  the  Southwestern  .Normal 
School,  opened  its  doors  November  24.   1855.     I!y  the  end  of  the  first  year  the 


3i8  EDUCATIONAL  HISTORY   OF  OHIO 

Association  had  enough  of  trying  to  manage  the  school,  and  it  was  turned  over 
to  Mr.  Holbrook.  The  school  has  since  been  conducted  as  a  private  enterprise 
and  is  still  in  existence,  though  by  no  means  as  prosperous  as  formerly.  Its  name 
was  changed  in  1870  to  the  National  Normal  School  and  in  1883,  to  the  National 
Normal  University. 

Until  about  1864,  the  work  of  the  school  was  limited  to  secondary  instruction 
and  the  training  of  teachers.  Since  then  the  training  of  teachers  has  come  to  be 
but  a  part  of  the  work  of  the  school.  There  has  been  added  gradually  a  "College 
Course,"  "Business  Course,"  "Engineers'  Course,"  "Law  Course,"  etc. 

Under  the  management  of  Mr.  Holbrook,  the  school  developed  to  enormous 
proportions  and  achieved  no  little  fame.  Education  was  made  "cheap"  and  "prac- 
tical," and  students  were  attracted  from  all  over  Ohio  and  from  many  different 
states.  Though  Lebanon,  like  the  other  private  normal  schools  of  the  State,  has 
made  some  little  education  possible  to  many  a  poor  boy  and  girl,  though  Lebanon 
has  prepared  more  teachers,  in  her  way,  for  the  rural  schools  than  any  other  one 
school  of  the  State,  and  though  some  of  the  foremost  schoolmen  of  the  State 
to-day  received  their  preparation  at  Lebanon,  yet  at  the  same -time  she  has  done 
much  harm.  She,  like  other  private  normals,  has  constantly  held  before  her 
students  low  ideals  of  preparation  and  consecjuently  a  low  conception  of  education. 
Though  she  has  given  to  the  world  main-  a  strong  man  that  perhaps  would  other- 
wise have  been  lost,  she  has  also  turned  loose  upon  it  many  a  "half-baked" 
product. 

The  Ohio  Northern  University  at  Ada  grew  gradually  out  of  the  private 
endeavors  of  H.  S.  Lehr.  In  the  spring  of  1866,  Mr.  Lehr  proposed  to  the 
school  officials  of  Ada  to  teach  their  school  for  sixty  dollars  per  month,  providing 
he  might  have  the  use  of  the  school  building  for  a  select  school  when  the  public 
schools  were  not  in  session,  and  providing  that  if  he  was  successful  in  procuring 
foreign  students,  the  citizens  of  the  town  and  vicinity  would  help  him  erect  a 
suitable  building  for  normal  school  purposes. 

Notwithstanding  a  new  brick  structure  had  been  built,  by  the  fall  of  1870 
the  foreign  students  numbered  one  hundred  and  twenty,  and  there  was  need  of 
a  new  and  larger  building.  By  the  aid  of  the  citizens,  Mr.  Lehr  was  enabled  to 
erect  the  desired  normal  school  building,  which  was  opened  August,  1873.  Al- 
though grievous  financial  difficulties  confronted  the  school,  it  continued  to  be 
successful  and  grew  in  numbers. 

In  the  autumn  of  1875,  the  Northwestern  Ohio  Normal  School,  located  at 
Fostoria,  was  consolidated  with  the  Ada  school.  The  work  of  the  school  was 
gradually  broadened  until  it  comprised,  in  addition  to  a  Teachers"  Course,  a 
College  Course,  a  Course  in  Pharmacy.  Engineering,  Law  and  ^lusic.  The  school 
continued  under  the  general  direction  of  Mr.  Lehr  until  1898,  when  it  was  sold 
to  the  Methodist  Episcopal  Church  and  its  name  changed  to  the  Ohio  Northern 
University. 

The  school  at  the  present  time  is  in  a  prosperous  condition ;  it  is  rapidly 
increasing  its  facilities  and  offers  the  following  courses :  Literary,  Musical,  Fine 
Arts,  Elocutionary,  Stenographic,  Pharmaceutical,  Commercial.  Engineering, 
Telegraphic  and  Electrical. 


EDUCATIONAL  HISTORY   OF  OHIO 


319 


CITY    NORMAL   AND    TRAINING   SCHOOLS 

The  city  normal  and  training  schools  of  Ohio  grew  out  of  the  demand  in 
the  more  jiopnlous.  wealthy  and  progressive  cities  for  hetter  ])repared  teachers. 
To  supply  this  demand,  various  cities  of  the  state  established  their  own  training 
schools.  The  following  are  among  the  cities  having  or  having  had  such  schools 
and  the  date  of  foundation:  Cincinnati,  1868,  lately  closed;  Dayton,  1869;  Cleve- 
land,  1872;  Sandusky,   1873,  abandoned:  Columbus,   1883;  Toledo,   1893. 

These  schools  are  supported  at  public  expense :  they  are  under  the  control 
of  the  board  of  education  and  superintendent  and  the  direct  charge  of  a  principal. 
The  aim  of  these  schools  is  to  prepare  teachers  for  their  respective  city.  Ad- 
mission is  fixed  at  high  school  graduation.  The  course  of  study,  as  a  rule, 
extends  over  two  years  and  includes  some  advanced  academic  work,  a  careful 
review  of  the  common  school  branches,  a  study  of  the  principles  of  education 
and  practice  in  teaching.  Upon  graduation,  the  students  pass,  providing  there 
is  an  opening,  directly  into  the  work  of  the  city  schools.  These  city  normal  and 
training  schools  have  done  much  in  raising  the  standard  of  preparation,  in  im- 
proving methods  of  instruction,  and  in  creating  a  professional  spirit  in  their 
respective  cities. 

To  summarize  the  history  of  normal  schools  in  Ohio  it  may  therefore  be 
said  that  the  struggle  for  state  normal  schools  extended  over  a  period  of  eighty- 
five  years.  In  this  struggle  the  best  and  greatest  school  men  of  Ohio  have  par- 
ticipated. Out  of  this  struggle  have  come  at  least  two  main  thoughts:  (i)  that 
Ohio  should  establish  two  types  of  normal  schools,  one  having  as  its  object  the 
training  of  elementary  school  teachers,  the  other  seeking  to  educate  voimg  men 
and  women  for  work  in  high  schools  and  for  educational  leadership.  (2)  That 
the  present  state  institutions  should  be  utilized,  as  far  as  possible,  as  a  means  of 
preparing  teachers.  The  immediate  outcome  of  the  struggle  is  the  state  normal 
schools  at  Ohio  and  Miami  Universities,  that  stand  as  a  monument  to  all  those 
who  have  labored  for  state  preparation  of  teachers,  and  especially  to  the  untiring 
labors  of  Hon.  Charles  F.  Seese,  Hon.  Lewis  D.  Bonebrake,  and  Dr.  Alston 
Ellis.  The  failure  of  the  State  to  meet  its  legitimate  obligations  and  provide 
state  facilities  for  the  preparation  of  teachers  opened  the  wav  for  the  establish- 
ment of  private  normal  schools.  Originally  their  purpose  was  to  train  teachers, 
but  they  gradually  extended  their  work  over  the  whole  field  of  modern  education. 
They  made  education  "cheap"  and  gave  it  a  "practical"  turn  and  brought  it 
within  the  reach  of  the  poor.  On  the  whole  they  have  done  much  good,  espe- 
cially in  their  immediate  community,  yet  the\-  have  sown  much  bad  seed.  And, 
finally,  city  normal  and  training  schools  arose  to  meet  the  educational  needs  of 
given  communities,  and  this  they  have  done  to  a  greater  or  less  extent. 


CHAPTER   XXVII 


UNIVERSITIES   OF   OHIO 


V     OF  THE 

UNIVERSITY 

OF 


UNIVERSITIES   OF   OHIO 

[For  the  historical  sketches  of  the  colleges  following  we  are  indebted,   by  permission, 
to  the  Centennial  Volume  of  the  Ohio  State  Archaeological  and  Historical  Society.] 


CJIE  liistory  of  (Ohio's  colleges  and  universities  is  a  record  of  sacrifice,  of 
devotion  and  of  achievement.  The  results  of  this  work  are  known  only 
in  part  but  to  a  much  less  degree  even-  are  we  acquainted  with  the  trials 
and  sacrifices  that  mark  the  early  history  of  nearly  every  college  in  the  state. 
It  is  possible  that  mistakes  were  made  in  those  pioneer  days;  the  judgment 
given  was  not  always  unerring  hut  we  must  recognize  now  that  there  was  a 
lofty  patriotism  in  those  early  founders  and  that  their  motives  were  as  pure  as 
their  deeds  were  unselfish. 

These  colleges  reflect  the  s])irit  of  the  state  in  its  developinent.  They 
have  always  lacked  uniformity  and  have  been  the  outgrowth  of  an  attempt  to 
meet  local  needs.  Accordingly  the  spirit  of  individualism  and  of  sou-govern- 
nient  is  everywhere  manifest.  Ohio  has  furnished  a  sample  of  nearly  every 
variety  of  college  known  to  the  American  people.  As  her  citizenship  has  been 
of  the  greatest  variety  yet  withal  sturdy,  patriotic  and  genuinely  American,  so 
her  colleges  have  kept  the  Ohio  idea  in  a  state  of  vigorous  activity. 

Tlie  space  allotted  will  permit  but  brief  mention  of  the  most  characteristic 
features  of  these  institutions.  In  order  that  we  may  discover  their  fotinda- 
tion  and  mode  of  government  the  following  classification  is  made: — i.  Col- 
leges founded  on  the  Congressional  reservations.  2.  Colleges  incorporated  by 
private  individuals  with  power  to  elect  their  own  successors  and  control  the 
properly  and  funds.  3.  The  denominational  college.  4.  The  City  University. 
5.  The  State  Cniversitv  founded  on  the  Morrill  act  in  Congress  and  the  statutes 
of  Ohio. 

THE   OHIO   STATE   UNIVERSITY,   COLUMBUS,   FRANKLIN   COUNTY, 

FOUNDED    1870 

This  institution  diflfers  from  all  other  educational  institutions  of  the  state  in 
a  number  of  particulars.  In  the  first  place,  unlike  all  others,  it  is  not  a  corporation. 
Its  trustees,  seven  in  numl)er,  are  appointed  by  the  governor,  for  the  term  of  sevo'^ 
years,  and  confirmed  by  the  Senate.  Their  powers  and  duties  are  all  prescribed 
by  law.  Among  other  limitations  they  may  not  incur  an  indebtedness  except  by 
the  consent  of  the  legislature  and  as  provided  for  by  law.  The  ownership  of  the 
property  is  vested  in  the  state  of  Ohio.  There  are  advantages  and  disadvantages 
in  this  method.  It  insures  a  conservative  management  and  expenditure  of  funds. 
This  is  important  to  state  institutions  of  all  kinds.    Inasmuch  as  all  appropriations 


324 


EDUCATIONAL  HISTORY  OF  OHIO 


must  be  provided  by  the  legislature  the  university  is  held  to  a  careful  regard  for 
the  intelligent  public  opinion  of  the  state.  There  being  no  corporate  rights  to  be 
forfeited  the  legislature  might,  at  any  time,  change  the  character,  alter  the  methods 
or  entirely  abolish  the  institution.  On  the  other  hand,  the  limitations  of  the  State 
University  are  such  as  to  hinder  it  from  meeting  emergencies  as  they  arise,  or 
devising  plans  looking  far  into  the  future.  There  is  a  limit  to  the  resources  avail- 
able from  tiie  state,  and  this  limits  as  well  what  may  be  undertaken. 

In  origin  the  institution  is  unlike  all  others  in  the  state,  as  will  appear  from 
the  following  sketch : 

What  is  now  commonly  known  as  the  Morrill  Act  was  a  land  grant  made  by 
the  United  States  under  an  act  approved  by  President  Lincoln,  July  2,  1862,  which 
provided  that  there  should  be  granted  to  each  state  an  amount  of  public  land  equal 
to  thirty  thousand  acres  for  each  senator  and  representative  to  which  the  state 
was  entitled  by  the  apportionment  of  the  census  of  i860.  The  proceeds  under  this 
act  were  to  constitute  a  perpetual  fund,  the  capital  of  which  was  to  remain  forever 
undiminished,  and  the  interest  of  the  same  was  to  be  inviolably  applied  by  each 
state  which  should  take  and  claim  the  benefits  of  the  act  to  the  endowment,  sup- 
port and  maintenance  of  at  least  one  "college  where  the  leading  objects  shall  be, 
without  excluding  other  scientific  and  classical  studies,  and  including  military 
■tactics,  to  teach  such  branches  of  learning  as  are  related  to  agriculture  and  the 
mechanic  arts,  in  such  a  manner  as  the  legislature  of  the  states  may  respectively 
prescribe,  in  order  to  promote  the  liberal  and  practical  education  of  the  industrial 
classes  in  the  several  pursuits  and  professions  of  life." 

Under  this  law  Ohio  received  in  1864  certificates  of  scrip  for  630,000  acres 
after  the  legislature  had  formally  accepted  the  conditions  of  the  trust.  The  auditor 
of  state,  the  treasurer  of  state  and  the  secretary  of  state  were  made  a  commission 
to  advertise  for  and  receive  proposals  for  the  purchase  of  the  scrip.  The  greater 
portion  of  the  scrip  sold  at  fifty-three  cents  an  acre.  The  receipts  amounted  in 
all  to  $340,906.80.  By  law  this  became  a  part  of  the  irreducible  debt  of  the  state, 
on  which  six  per  cent,  interest  is  paid.  .\s  the  school  was  not  opened  until  1873, 
the  interest  was  from  time  to  time  added  to  the  principal.  In  1871  Congress  gave 
to  the  state  of  Ohio  all  unpatented  surveys  within  the  \'irginia  Military  District, 
and  in  1872  the  state  gave  these  lands  to  the  university.  These  lands  have  been 
sold  from  time  to  time,  and  the  proceeds  turned  into  the  state  treasury  as  part  of 
the  irreducible  debt  of  the  state,  constituting  an  endowment  fund  for  the  univer- 
sity.   The  fund  now  amoimts  to  something  more  than  $350,000. 

Governor  Tod,  in  Xovember,  1862,  brought  the  subject  of  accepting  the  Mor- 
rill grant  before  the  State  Board  of  Agriculture,  and  later,  to  the  attention  of 
the  legislature.  In  January.  1864,  Hon.  Columbus  Delano  introduced  a  bill  accept- 
ing it.  This  became  a  law  February  9th,  1864,  and  pledged  the  faith  of  the  state 
to  the  performance  of  all  the  conditions  and  provisions  contained  therein.  In 
1866  an  act,  introduced  by  Hon.  J.  T.  Brooks,  was  passed,  which  provided  for 
the  establishment  of  the  Ohio  Agricultural  and  Mechanical  College,  but  the  pro- 
visions were  not  carried  into  effect,  and  a  second  act,  introduced  by  Hon.  R.  P. 
Cameron,  was  passed  in  1870,  entitled  "An  act  to  establish  and  maintain  an 
Agricultural  and  Mechanical  College  in  Ohio."    Under  the  provisions  of  this  act 


EDUCATIONAL  HISTORY   OF  OHIO  325 

the  institution  was  located  in  Columbus,  and  the  board  proceeded  to  the  organiza- 
tion of  the  college  and  the  election  of  a  faculty  of  instruction,  and  the  institution 
was  opened  for  the  reception  of  students  on  the  seventeenth  day  of  September, 

1875. 

In  1878  the  legislature  passed  "An  act  to  reorganize  and  change  the  name 
of  the  Ohio  Agricultural  and  Mechanical  College  and  to  repeal  certain  acts  therein 
mentioned."  The  act  provided  that  the  institution  should  be  thereafter  designated 
as  "The  Ohio  State  University."  Up  to  this  time  but  one  appropriation  had  been 
made  by  the  state  for  the  support  of  the  institution.  With  the  reorganization 
came  the  larger  and  broader  view  of  the  state's  relation  to  public  education,  and 
since  that  time  the  Ohio  State  University  has  shared  with  other  public  educa- 
tional institutions  a  more  generous  support  by  the  state. 

The  Ohio  State  University  comprises  six  colleges,  as  follows : 

The  College  of  Agriculture  and  Domestic  Science  consists  of  those  depart- 
ments represented  in  the  course  leading  to  the  degrees  of  Bachelor  of  Science 
in  Agriculture.  Bachelor  of  Science  in  Horticulture  and  Forestry,  and  Bachelor 
of  Science  in  Domestic  Economy,  and  in  the  course  in  Dairying,  the  short  course 
in  Agriculture,  and  the  short  course  in  Domestic  Science. 

The  College  of  Arts,  Philosophy  and  Science  consists  of  those  departments 
represented  in  the  courses  leading  to  the  degree  of  Bachelor  of  Arts,  Bachelor  of 
Philosophy  and  Bachelor  of  Science.  After  June.  1903,  all  courses  in  this  college 
will  lead  to  the  degree  of  Bachelor  of  Arts. 

The  College  of  Engineering  consists  of  those  departments  represented  in  the 
courses  leading  to  the  degree  of  Civil  Engineer,  Civil  Engineer  in  Architecture, 
Engineer  of  ^Nlines,  Engineer  of  Mines  in  Ceramics,  Mechanical  Engineer,  Me- 
chanical Engineer  in  Electrical  Engineering,  and  Bachelor  of  Science  in  Industrial 
Arts  and  Manual  Training,  Bachelor  of  Science  in  Chemistry  or  in  Metallurgy; 
in  the  Short  Course  in  Clay-working  and  Ceramics,  and  in  the  Short  course  in 
Mining. 

The  College  of  Law  consists  of  those  departments  represented  in  the  course 
leading  to  the  degree  of  Bachelor  of  Laws. 

The  College  of  Pharmacy  consists  of  those  departments  represented  in  the 
courses  leading  to  the  degree  of  Bachelor  of  Science  in  Pharmacy,  and  in  the 
Short  Course  in  Pharmacy. 

The  College  of  Veterinary  Medicine  consists  of  those  departments  represented 
in  the  course  leading  to  the  degree  of  Doctor  of  Veterinary  Medicine,  and  to  a 
certificate  of  \'eterinary  Surgeon. 

7"he  Graduate  School  has  been  organized  with  a  board  of  management  and 
is  making  steady  progress. 

Each  college  is  under  the  direction  of  its  own  faculty,  which  has  power  to 
act  in  all  matters  pertaining  to  the  work  of  students  in  that  college. 

THE    GROWTH    OF    THE    UNIVERSITY 

In  1873  the  school  was  opened  with  17  students:  in  1883  the  roll  was  355; 
in  1893  the  roll  was  642:  in  1903  the  roll  was  1717.  The  ])reparatory  department 
was  abolished  in  1895. 


326  EDUCATIONAL   HISTORY   OF  OHIO 

The  original  luiikling  has  heen  enlarged  and  the  university  now  uses  for  in- 
struction sixteen  huildings.  In  1873  the  faculty  comprised  a  president  and  seven 
professors.  In  1903  more  than  one  hundred  and  thirty  persons  are  engaged  in 
the  work  of  instruction.  There  are  thirty-eight  distinct  departments  of  instruct- 
tion  and  the  lahoratories  for  instruction  in  the  several  sciences  are  not  surpassed 
in  the  Central  West. 

The  finances  of  the  institution  have  not  grown  as  rapidly  as  demands  require. 
The  sources  of  income  are,  first,  the  interest  on  the  endowment ;  second,  the  annual 
grants  from  L'nited  States  Congress  under  the  provision  of  the  second  Morrill 
act ;  t-hird.  receipts  from  the  fees  of  students ;  fourth,  miscellaneous  receipts  from 
rentals  and  incidental  accounts ;  fifth,  the  proceeds  from  the  state  levy.  This  last 
item  is  one-tenth  of  a  mill  on  the  grand  dajjlicate,  amounting  to  about  $200,000 
annually.  For  four  years  past  the  legislature  has  provided  five  one-hundredths  of 
a  mill  additional,  which  has  been  used  for  the  erection  and  equipment  of  needed 
buildings. 

THE   UNIVERSITY    OF   CINCINNATI.   CINCINNATI,   HAMILTON    COUNTY, 

FOUNDED  1870 

The  Universit}'  of  Cincinnati  is  unique  among  educational  institutions  in  that 
it  enjoys  the  distinction  of  being  the  only  city  university  in  the  state.  Although 
established  by  law  as  late  as  1870,  at  least  one  of  the  colleges  now  incorporated 
by  law  with  the  university  was  organized  as  early  as  1819.  A  charter  for  a  uni- 
versity in  Cincinnati  was  granted  in  1818.  Later,  organizations  were  effected,  and 
now  these  local  movements  have,  in  the  main,  been  in  some  form  consolidated 
with  the  University  of  Cincinnati.  The  university  thus  gathers  up  tradition  and 
history  united  with  present  comprehensive  plans,  and  looks  to  the  future  for  the 
realization  of  long  cherished  desires.  In  carrying  these  forward  generously  dis- 
posed citizens  have  contributed  toward  buildings  and  equipment,  and  the  city,  as 
authorized  by  law,  levies  an  annual  tax  for  the  support  of  the  university  in  the 
same  way  it  provides  for  the  expenses  of  the  public  schools. 

The  history-  of  the  organization  is  substantially  as  follows :  The  general 
assembly  of  Ohio  passed  an  act  entitled  "An  act  to  enable  cities  of  the  first  class 
to  aid  and  promote  education."  This  became  a  law  April  16,  1870.  On  March 
14,  187].  the  common  council  of  Cincinnati  passed  an  ordinance  to  provide  for 
the  university.  The  first  section,  which  refers  to  the  transfer  of  control  and 
management,  is  as  follows : 

Sec.  1.  Be  it  enacted,  etc..  That  the  board  of  directors  establi.shed  by  the  ordinance  passed 
December  12.  A.  D.  1859,  entitled  ".^n  ordinance  to  provide  for  the  devise  of  Charles 
McMicken  to  the  city  of  Cincinnati,"  are  hereby  authorized  and  directed  to  transfer  and 
.deliver  over  ail  the  estate,  property,  funds  and  claims  held  or  controlled  by  them,  and  all 
books  and  papers,  relating  to  the  same,  to,  the  board  of  directors  established  by  said  act, 
passed  April  10,  1870,  and  elected  by  said  common  council  December,  I8T0,  and  the  custody, 
management  and  entire  administration  and  control  thereof  shall  henceforth  be  entrusted  to 
said  last-mentioned  1)oard,  suliject  to  the  provisions  of  the  last  will  of  the  said  Charles 
McMicken  and  of  the  act  afoiesaid. 


EDUCATIONAL  HISTORY  OF  OHIO  327 

Owing^  to  some  losses  and  shrinkage  it  became  evident  that  the  McMicken. 
estate  would  not  fully  meet  the  conditions  contemplated  in  the  will.  After  a 
period  of  accumulation  the  city  council  appoi/'.:cJ  a  committee  to  report  as  to  the 
practicability  of  the  union  of  the  various  educational  trusts  in  Cincinnati  —  nota- 
bly the  Cincinnati  College,  the  Mechanics'  Institute  and  the  McMicken  Univer- 
sity. This  movement  met  with  approval,  and  resulted  in  the  passage  of  the  act 
of  April  16,  1870.  Under  the  provisions  of  this  act  instruction  was  begun  by  the 
teachers  of  Woodward  High  School  in  September,  1873,  and  in  1874  the  academic 
department  was  opened.  In  1872  the  Cincinnati  Astronomical  Society,  founded 
in  1842,  surrendered  its  property  to  the  city  for  the  university.  In  June,  1895, 
steps  were  taken  looking  to  a  medical  dejjartment,  which  resulted  in  bringing  the 
Medical  College  of  Ohio,  founded  in  1819,  into  organic  relation  to  the  university, 
and  an  act  authorizing  such  relation  was  passed  by  the  legislature  of  Ohio  May 
I,  1896.  Next  came  the  organization  of  the  department  of  law,  and  on  June  14, 
1897,  the  final  terms  of  the  contract  were  agreed  to  by  which  the  Cincinnati  Law 
School  became  a  part  of  the  university.  Two  other  schools  are  affiliated  with  the 
university  —  the  Clinical  and  Pathological  School  of  the  Cincinnati  Hospital  in 
1887,  and  the  Ohio  College  of  Dental  Surgery  in  1888. 

The  api)ointment  of  trustees  by  the  act  of  1870  was  vested  in  the  city  council 
with  the  ])rovision  that  six  should  be  appointed  from  persons  nominated  by  the 
board  of  education.  Some  changes  in  the  mode  of  appointment  were  made  until 
on  I'cbruary  18,  1892,  an  act  was  passed  that  provided  for  the  appointment  "by 
the  judge  or  judges  of  the  Superior  Court  of  such  cities  where  the  same  have 
such  a  court;  otherwise,  by  the  judge  or  judges  of  the  Common  Pleas  Court  of 
the  county  in  which  such  cities  are  located.'' 

.\fter  twenty  years  of  occupancy  of  the  building  on  McMicken  avenue,  it 
was  found  unsuitable  for  university  purposes.  It  became  necessary  to  remove  if 
the  pur])ose  of  the  McMicken  will  was  to  be  fulfilled.  A  petition  was  presented  to 
the  council,  and  authority  given  to  remove  to  Burnet  woods.  The  authority  for 
such  removal  was  a  matter  of  doubt,  and  a  friendl}-  suit  was  instituted  to  determine 
the  ((uestion.  This  resulted  in  a  decision  of  the  Circuit  Court  affirming  the  right 
of  removal.  This  was  affirmed  by  the  Supreme  Court  in  March.  1893.  Thus 
the  most  important  question  was  forever  settled.  On  September  22,  1894,  the 
cornerstone  of  McMicken  Hall  was  laid,  and  the  building  was  ready  for  use  Sep- 
tember, 1895.  In  1895  Henry  Hanna  gave  $50,000  for  the  erection  of  Hanna 
Hall  for  chemistry  and  civil  engineering.  In  1889  Mr.  Ilriggs  S.  Cunningham 
erected  Cunningham  Hall  for  physics  and  biology  at  a  cost  of  $60,000.  In  i8i)8 
.•\sa  \'an  VVormer  gave  $50,000  for  the  Van  Wormer  Library.  In  1901,  through 
Hon.  M.  E.  Ingalls,  an  anonymous  benefactor  gave  $22,500  for  the  construction 
of  a  shop  for  the  College  of  Engineering.  Other  benefactors  have  come  forward 
with  provision  for  needs.  The  endowment  fund  of  $100,000  given  by  David  Sin- 
ton  is  an  encouraging  fund.  The  property  and  endowment  now  represent  sub- 
stantially a  million  dollars,  exclusive  of  the  annual  income.  The  government  is- 
by  a  board  of  eighteen  directors  appointed  by  the  Supreme  Court,  in  six  classes, 
for  the  term  of  six  years.  The  mayor  of  the  city  is  cx-oificio  a  member  of  the 
board. 


328  EDUCATIONAL  HISTORY  OF  OHIO 


MIAMI   UNIVERSITY,  OXFORD,  BUTLER  COUNTY,  FOUNDED   IN   i8og 

Ten  days  after  the  adoption  of  the  Ordinance  of  1787  Congress  adopted 
the  report  of  a  committee  which  provided  that  the  board  of  treasury 
should  be  authorized  and  empowered  to  contract  with  any  person  or  persons 
for  a  grant  of  certain  land  lying  to  the  north  of  the  river  Ohio.  Pursuant 
to  this  John  Cleves  Symmes  made  a  petition  for  a  grant  of  land  between  the  two 
Miami  rivers.  The  grant  originally  for  one  million  acres  was  modified  to  as 
much  as  Symmes  and  his  associates  could  pay  for.  In  this  grant  one  township 
was  reserved  for  the  support  of  an  institution  of  learning.  In  the  disposal  of 
these  lands  it  happened  that  the  terms  of  the  contract  could  not  be  literally 
fulfilled  and  it  was  agreed  to  by  Congress  in  a  report  submitted  by  Hon.  John 
Randolph  that  a  substitute  township  in  the  Cincinnati  district  might  be  used  as 
meeting  the  conditions  of  the  grant.  Lebanon,  Warren  County,  was  first 
selected  by  a  conmiittee  and  the  report  signed  by  Alexander  Campbell  and  James 
Kilbourne.  This  fact  that  the  third  member  had  not  met  with  the  committee 
gave  rise  to  a  debate  in  the  legislature  and  the  location  was  finally  fixed  in  Ox- 
ford Township,  Butler  County.  When  the  title  had  been  made  secure  the 
legislature  in  1809  passed  an  act  creating  a  body  ]5olitic  and  corporate  to  be 
known  as.  "The  president  and  trustees  of  Miami  University."  A  board  of 
trustees  was  appointed  and  subsequent  legislation  looking  toward  complete  or- 
ganization was  passed.  The  legislature  in  1809  provided  for  leasing  the  lands 
with  a  revaluation  every  fifteen  years.  The  next  year  the  provision  for  revalu- 
ation was  repealed  and  entailed  a  result  similar  to  that  narrated  in  the  sketch 
of  Ohio  University.  In  1818,  Rev.  James  R.  Hughes  under  the  direction  of 
the  trustees  opened  a  grammar  school.  It  has  been  usually  stated  that  this 
school  was  opened  in  1816  but  the  records  of  the  trustees  do  not  warrant  the 
statement.  In  1820  a  contract  was  made  for  the  central  portion  of  the  present 
main  building.  In  1824  the  University  was  opened  and  the  first  class,  consisting 
of  twelve  men,  was  graduated  in   1826. 

The  first  president,  Rev.  Robert  H.  Bishop,  D.  D.,  was  a  sturdy  Scotchman 
whose  strong  personality  dominated  the  ideals  of  the  new  college.  Associated 
with  him  were  men  equally  attached  to  the  classical  education.  The  early  cur- 
riculum shows  the  superiority  of  the  men  and  it  is  doubtful  whether  any 
modern  college  represents  a  classical  course  superior  to  that  offered  at  Miami 
seventy-five  years  ago.  The  college  became  noted  for  its  public  spirit  and 
the  record  of  its  men  brought  it  a  national  reputation.  From  time  to  time  some 
enlargement  was  proposed  but  did  not  succeed.  A  law  school  at  one  time  and 
a  medical  school  at  another  were  proposed  but  failed.  A  normal  class  was  sus- 
tained for  some  time  but  gradually  fell  into  disuse.  The  school  had  been  built 
upon  the  classical  pattern  and  the  alumni  regarded  lightly  any  other  conception. 
For  seventy-five  years  it  was  a  consistent  and  high  grade  small  college  of  the 
classical  type. 

The  institution  had  suffered  from  lack  of  revenues  and  became  so  involved 
that  the  trustees  closed  the  doors  in  1873.  In  1885  the  University  was  re-opened. 
During  this  time  the  buildings  were  leased  for  a  ])rivate  school  and  the  funds 


EDUCATIONAL  HISTORY  OF  OHIO  329 


were  allowed  to  increase.  In  1885  tlie  state  made  the  first  appropriation  to 
repair  the  l)uiklings  and  continued  small  apjiropriations  from  year  to  vear  until 
1896  when  a  levy  was  provided  for  the  permanent  support  of  the  L'niversity. 
In  1902  the  legislature  established  a  state  normal  school  at  Oxford  under  the 
control  of  the  trustees  of  Miami  University  and  made  provision  for  its  support 
by  doubling  the  lev\-  for  the  University.  The  annual  income  now  is  approxi- 
mately sixty-five  thousand  dollars.  The  institution  is  governed  by  a  board 
of  twenty-seven  trustees  appointed  for  the  term  of  nine  years  in  three  classes. 
They  are  appointed  by  the  governor  of  Ohio  subject  to  confirmation  by  the 
Senate.  The  institution  adopted  coeducation  in  1896  when  the  state  levy  was 
provided  for  its  support.  Prior  to  that  time  a  limited  number  of  young  women 
had  enrolled  but  the  policy  of  coeducation  was  not  formally  adopted.  This  with 
the  establishing  of  the  normal  school  marks  a  new  era  in  which  the  older  cus- 
toms and  traditions  will  gradually  be  displaced  by  the  more  modern  ideas  of 
education. 

COLLEGES   FOUNDED   AS   CLOSE   CORPORATIONS   BY   PRIVATE 

INDIVIDUALS 

A  second  class  of  colleges  may  be  descriljed  as  institutions  under  private 
or  personal  control.  Under  the  constitution  of  Ohio  the  statutes  provide  for 
the  incorporation  of  colleges  and  universities.  It  has  been  the  custom  so  far  to 
refieve  property  devoted  to  education  from  taxation  and  thus  encourage  such 
institutions  by  a  free  o])portunity  to  carry  on  the  work  of  education  as  the  wis- 
dom of  a  select  body  of  men  may  desire.  These  institutions  are  what  is  known 
as  close  corporations  in  that  the  trustees  elect  their  own  successors  and  thus 
definitely  and  permanently  fix  the  policy  and  character  of  the  college.  They 
are  free  from  any  ecclesiastical  control  although  usually  controlled  by  trustees 
unwilling  to  separate  the  interests  of  religion  from  those  of  education.  In  the 
popular  mind  these  colleges  were  at  first  regarded  as  denominational  colleges 
but  as  the  idea  of  denominational  control  and  support  was  develo])e(l  they 
were  less  closely  related  to  the  church  and  depended  upon  individuals  for  endow- 
ment. In  some  regards  these  colleges  are  superior  to  all  others  especially  in 
that  the  management  being  self-]x'r]3etuating  may  also  perpetuate  the  policies 
approved  by  the  boards  and  in  that  they  are  less  liable  to  interference  by  any 
outside  influences.  In  the  East  this  tyjje  of  college  is  common.  In  the  West 
sentiment  has  turned  to  the  denominational  and  state  institutions.  Some  of 
the  institutions  of  this  class  have  prospered,  notably  Oberlin  and  Western  Re- 
serve, while  others  have  languished.  Christian  people  have  graduallv  attached 
themselves  to  the  denominational  colleges  and  thus  withdrawn  both  support  and 
patronage.  Those  favorably  located  or  having  a  large  and  wealthy  alumni  have 
usually  been  able  to  command  the  funds  necessary  to  meet  the  demands  of  mod- 
ern education.  Other  colleges  of  this  class  have  sufifered  in  patronage  and 
funds  owing  to  the  fact  that  their  natural  and  original  constituency  has  been 
steadily  drawn  to  colleges  of  another  type.  Theif  close  though  not  formal  rela- 
tion to  the  church  has  made  them  highly  useful  to  the  denominations  but  their 


330  EDUCATIONAL   HISTORY   OF  OHIO. 


future  growth  is  nevertheless  threatened  except  in  cases  where  tlie  natural 
alliance  is  with  denominations  whose  form  of  government  does  not  in  any  formal 
and  authoritive  way  assume  the  direction  and  control  of  educational  agencies. 
In  this  group  of  colleges  tmder  private  control  their  are  eight. 

FRANKLIN  COLLEGE,  NEW  ATHENS,  HARRISON  COUNTY 

Prior  to  1825  there  had  been  for  some  time  a  school  known  as  Alma  Acad- 
emy. In  1825  the  name  was  changed  to  Alma  College  and  in  1826  to  Franklin 
College.  The  founders  of  this  college  were  chiefly  of  the  Scotch-Irish  stock 
that  settled  in  Western  Pennsylvania  and  Eastern  ( )hio.  Many  of  the  early 
trustees  were  of  the  Calvini.stic  faith  and  belonged  to  the  several  branches  of 
the  Presbyterian  communion.  The  college  became  involved  in  the  slavery  agi- 
tation and  finally  divided  so  that  New  Athens  had  the  distinction  of  two  col- 
leges—  one  proslavery  and  the  other  antislavery.  Providence  College  which 
was  proslavery  soon  languished  and  its  property  was  liought  by  the  other.  These 
stirring  days  with  their  slavery  debates  produced  some  vigorous  men.  Able  and 
learned  men  were  in  the  faculty.  We  are  not  surprised  therefore  to  see  in  the 
alumni  roll  such  names  as  George  W.  McCook,  John  A.  Ijingham,  William  Ken- 
non,  member  of  Congress,  friend  and  adviser  of  Jackson,  John  Welch  of  the  Su- 
preme Court  of  Ohio,  Joseph  Ray.  author  of  the  arithmetics  so  long  in  popular 
use  in  Ohio  and  adjoining  states,  and  many  others  of  equally  worthy  character. 
The  war,  as  in  many  other  colleges,  practically  emptied  the  class  rooms  so  that 
during  one  year  of  that  period  as  few  as  twelve  students  were  enrolled.  In 
recent  years  the  college  has  lacked  funds  to  expand  in  response  to  the  demands 
upon  higher  education.  This  has  resulted  in  a  limited  attendance  and  the  rela- 
tive decline  of  the  college  as  compared  to  earlier  days.  The  alumni  have  been 
useful  citizens  and  many  of  them  have  risen  to  distinction.  Its  location  is  not 
liable  to  bring  to  it  in  the  future  more  than  a  local  patronage. 

WESTERN  RESERVE  UNIVERSITY,  CLEVELAND,  FOUNDED  1826 

Western  Reserve  University  at  present  embraces  six  organizations,  all  under 
the  general  management  and  control  of  the  Board  of  Trustees.  It  will  serve 
our  purpose  best  to  give  separate  accounts  of  these. 

ADELBERT    COLLEGE 

This  college,  which  in  earlier  days  was  \\'eslern  Reserve  College,  located 
at  Hudson,  was  of  New  England  origin  and  type.  As  early  as  1801  a  petition 
by  certain  residents  of  the  Reserve  was  presented  to  the  Territorial  Legislature 
asking  for  a  charter  for  a  college  to  be  located  in  that  region.  This  for  reasons 
known  only  to  the  dead,  was  not  granted.  In  1803,  after  the  admission  of  Ohio 
into  the  I'nion,  the  petition  was  renewed,  and  the  "Erie  Literary  Society,"  with 
full  College  powers,  was  organized.  Accordingly  a  building  was  erected  and 
an  academy  opened  in  1805  at  Burton.     During  the  early  years  of  this  academy 


EDUCATIONAL  HISTORY  OF  OHIO 


33 « 


the  Presbyteries  of  Grand  River  and  Portage  had  organized  an  Eckicational 
Society  for  the  purpose  of  educating  young  men  for  the  ministry.  They  made 
proposals  to  the  Erie  Literary  Society  to  estabUsh  a  theological  department. 
After  a  brief  trial  it  was  believed  that  Burton  was  not  a  suitable  location  in 
which  to  develop  plans  for  education,  and  a  request  for  a  change  of  !f)cation 
was  made. 

On  account  of  property  limitations  the  request  was  not  granted.  The  man- 
agers of  the  educational  fund  withdrew  in  1824  and  began  their  efforts  for  a  new 
location.  The  Presbytery  of  Huron  became  interested  in  the  movement.  The 
outcome  was  that  twelve  men  representing  the  three  Presbyteries  named  above 
became  a  board  of  trustees,  held  their  first  meeting  February  15,  1825,  drew 
up  a  charter,  and  were  incorj^orated  as  Western  Reserve  College,  February  7, 
1826.  Hudson  had  lieen  selected  as  the  location.  The  corner  stone  of  the  first 
building  was  laid  April  26,  1826.  and  the  building  occupied  in  1827  when  the 
preparatory  de])artment  was  opened.  The  organization  was  that  of  a  close  cor- 
poration. The  trustees  had  full  power  to  elect  their  own  successors,  and  no 
restrictions  whatever  were  made  in  respect  to  manner  of  election,  qualifications 
of  members,  term  of  service.  reli;:;'ious  creed  or  residence.  The  control  of  the 
state  was  limited  to  amending  the  charter  with  the  provision  that  no  fund  or 
property  of  the  college  should  ever  by  law  be  appropriated  to  any  other  purpose. 
As  a  matter  of  fact,  the  original  trustees  were  either  ministers  or  members  of 
the  Presbyterian  and  Congregational  churches  then  co-operating  under  what 
was  known  as  the  "Plan  of  Union."  At  that  time  there  was  no  such  thing 
known  as  a  denominational  college  or  state  university  as  we  now  know  them. 
These  men  followed  the  Xew  England  model  of  organizing  a  college  under 
Christian  auspices,  as  has  Ix-en  done  in  so  many  instances.  The  objects  of  the 
founders  were  "to  educate  pious  young  men  as  pastors  for  our  destitute 
churches,"  "to  preserve  the  present  literary  and  religious  character  of  the  state 
and  redeem  it  from  future  decline,"  and  "to  ]:)repare  competent  men  to  fill  the 
cabinet,  the  bench,  the  bar  and  the  pulpit."  The  charter  provided  that  the  plan 
should  include  instruction  in  the  liberal  arts  and  sciences,  and  at  the  discretion 
of  the  trustees  additional  departments  should  be  organized  for  the  study  of  any 
or  all  the  lilaeral  professions.  The  early  founders  were  men  who  had  been  edu- 
cated in  Xew  England  —  chiefly  at  Yale  —  and  were  guided  in  their  work  by 
their  own  education.  In  1828  Rev.  Charles  Backus  Storrs  was  appointed  pro- 
fessor of  Christian  Theology,  and  became  president  in  1830.  The  Theological 
department  was  continued  until  1852.  In  1876  discussion  became  earnest  with 
reference  to  removal  to  Cleveland.  The  comparative  advantages  and  disad- 
vantages of  the  two  locations  were  freely  discussed  in  all  quarters.  President 
Carroll  Cutler  became  strongly  in  favor  of  removal.  In  1880  the  late  Amasa 
Stone  offered  the  sum  o£  five  hundred  thousand  dollars  in  case  of  removal,  and 
the  change  of  name  to  that  of  "Adelbert  College  of  Western  Reserve  University," 
the  location  to  be  upon  a  suitable  campus  to  be  provided  by  the  citizens  of  Cleve- 
land. The  trustees  decided  to  accept  the  proposition  of  Mr.  Stone,  and  in  Sep- 
tember, 1882,  Adelbert  College,  so  named  in  memory  of  an  only  son  drowned 
while  a  student  at  Yale,  was  opened  in  Cleveland.     The  property  at  Hudson  i^ 


332  EDUCATIONAL   HISTORY   OF  OHIO 

now  used  as  Western  Reserve  Academy.  Since  the  removal  tlie  gift  of  Mr. 
Stone  has  heen  sup])lemented  hy  many  others,  and  the  college  has  entered  upon 
a  new  and  vigorous  ilfe. 

THE     MEDICAL    COLLEGE 

In  1843  '^'''^  Cleveland  Medical  College  was  organized,  and  on  February  23, 
1844,  the  charter  of  Western  Reserve  College  was  so  amended  as  to  allow  the 
establishment  of  the  medical  department  in  Cleveland.  The  relation  was  nominal 
for  a  long  time,  but  in  1884  the  medical  school  became  an  organic  part  of  the 
university,  and  the  graduates  in  medicine  now  receive  their  degrees  from  the 
university.  This  college  has  graduated  more  than  two  thousand  physicians,  and 
in  recent  years  has  been  greatly  strengthened  in  equipment  and  endowment.  Its 
entrance  requirements  and  course  of  instruction  give  it  rank  as  one  of  the  highest 
grade  in  the  country.     The  course  covers  four  years. 

THE    COLLEGE    FOR    WOMEN 

Western  Reserve  College,  without  formal  action  one  way  or  the  other,  had 
become  coeducational.  This  was  not  the  original  intention  or  practice.  Coedu- 
cation had  become  a  fact  through  popular  demand  and  the  consent  of  the  presi- 
dent. On  December  7,  1887,  the  Honorable  Samuel  E.  Williamson  introduced 
a  resolution  which  the  trustees  adopted  providing  that  thereafter  Adelbert  Col- 
lege should  educate  men  only.  The  resolution  also  suggested  the  propriety  of 
provision  by  the  university  for  the  founding  of  a  college  of  equal  grade  for 
women.     On  that  same  day  the  following  resolution  was  adopted : 

Whereas,  The  tnistcus  of  tlie  university  are  strongly  impres.sed  with  the  necessity  of 
providing  for  young  women  facilities  for  higher  education  equal  to  those  now  furnished  to 
young  men,  and  the  ahandonment  of  co-education  by  Adelbert  College  makes  this  especially 
an  opportune  tune  for  establishing  here  a  college  for  women  which  shall  ofTer  advantages 
equal  to  tnose  afforded  by  similar  institutions  of  the  first  grade  elsewhere:  and. 

Whereas,  The  president  has  received  encouragement  that,  both  as  to  instruction  and 
funds,  for  the  preliminary  work,  interested  friends  are  ready  to  come  to  the  front  and  gen- 
erously assume  responsibilities  if  there  be  hope  of  success  in  so  laudable  an  undertaking; 

Resolved.  That  the  president  be  requested  to  take  such  steps  as  shall  seem  to  him  expe- 
dient to  ectablish  such  a  college  for  young  women,  to  be  known  for  the  present  as  The  Cleve- 
land College  for  Young  Women,  with  the  express  understanding,  however,  that  none  of  the 
funds  of  any  existing  department  of  the  university  shall  be  applied  to  its  establishment  or 
support. 

Out  of  these  resolutions  grew  the  movement  that  resulted  in  the  organization 
of  what  is  now  known  as  "The  College  for  Women  of  the  Western  Reserve 
University."  In  September.  1888,  the  college  opened  in  rented  quarters,  and  for 
the  first  three  years  depended  almost  exclusively  on  the  services  of  the  faculty 
of  Adelbert  College,  gratuitously  offered  as  a  contribution  to  the  establishment  of 
the  new  movement.  The  college  now  has  a  separate  faculty :  has  received  a 
number  of  gifts ;  is  provided  with  adequate  buildings  in  a  beautiful  location,  and 
has  become  one  of  the  important  factors  for  the  education  of  women  in  Ohio. 
The  degrees  are  granted  by  the  university  of  which  the  College  for  Women  forms 
an  integral  part. 


EDUCATIONAL  HISTORY   OF  OHIO  333 

THE  FRANKLIN  T.  BARCUS  LAW  SCHOOL 

The  department  of  law  here,  as  in  most  universities,  has  been  a  growth  in 
response  to  a  demand  for  lietter  legal  training.  In  1892  a  school  was  opened 
in  rented, quarters,  and  in  1893,  in  recognition  of  an  endowment  provided  by 
Mrs.  Backus,  of  Cleveland,  and  in  honor  of  her  husband,  the  name  was  changed 
to  "The  Franklin  T.  Backus  Law  School  of  Western  Reserve  University." 

Candidates  for  the  degree  of  Bachelor  of  Laws  are  required  to  have  sufficient 
education  to  enter  college.  This  rule  has  been  in  force  since  1900.  As  in  other 
colleges  of  the  University,  the  degrees  are  granted  by  the  Lniversity. 

THE    DENTAL    COLLEGE 

This  department  was  organized  in  1892.  and  as  a  college  is  an  integral  part 
of  the  university,  under  full  and  direct  control  of  the  trustees.  The  work  in  the 
College  is  associated  with  the  Medical  College  in  that  the  students  in  dentistry 
are  given  instruction  in  several  branches  of  medicine.  The  course  covers  four 
years,  and  the  requirements  for  entrance  and  graduation  are  those  established 
by  the  National  Association  of  Dental  Faculties. 

THE     GRADUATE    SCHOOL 

When  the  organization  of  the  University  had  been  substantially  completed 
after  the  removal  to  Cleveland,  the  graduate  department  of  instruction  was  organ- 
ized in  1892  by  the  co-operation  of  the  two  faculties  of  Adelbert  College  and 
the  College  for  Women.  This  is  open  to  both  sexes,  and  aims  to  furnish  to 
graduates  of  any  college  of  good  standing  opportunity  to  pursue  graduate  work 
looking  especially  to  the  Master's  degree  in  Arts  and  the  Doctorate  in  Philosophy. 

OBERLIN    COLLEGE,    LORAIN    COUNTY,    FOUNDED    1833 

Oberlin  was  the  fruit  of  the  missionary  spirit.  It  was  not  the  interest  of 
the  Church  nor  yet  of  the  State,  but  the  broader  conception  of  humanity  and 
its  needs  that  led  Rev.  John  J.  Shipherd,  pastor  of  the  Presbyterian  church  of 
Elyria,  and  his  friend,  Philo  P.  Stewart,  a  returned  missionary  whose  health  had 
failed  while  working  among  the  Choctaws  in  Mississippi,  to  devote  themselves 
to  the  enterprise  of  establishing  Oberlin  Colony  and  the  school.  These  men  had 
talked  and  prayed  together  over  the  needs  of  the  increasing  population  in  the 
great  Mississippi  Valley,  and,  like  many  other  pioneers,  felt  the  pressure  of  duty 
to  do  something  to  meet  the  situation.  This  is  none  other  than  the  genuine 
Home  Missionary  enthusiasm  of  which  we  have  seen  so  much  in  the  past  gen- 
eration. In  1832,  while  on  their  knees  in  prayer,  there  came  to  the  mind  of  Mr. 
Shipherd  the  outline  of  a  plan  to  secure  a  large  tract  of  land  on  which  a  Christian 
community  could  be  realized.  A  Christian  school  was  to  be  the  center,  and  by 
a  solemn  covenant  the  people  were  to  pledge  themselves  to  the  spread  of  the 
kingdom  of  God.  This  covenant  enforced  plain  living  and  a  community  of  inter- 
est, while  preserving  the  rights  of  private  property.     The  school  was  expected  to 


334  EDUCATIONAL   HISTORY.  OF   OHIO 


train  teachers.  Christian  citizens  and  a  ministry   for  the  destitute  fields  of  the 
great  Mississippi  Valley. 

The  name  of  Oberlin  was  selected  in  view  of  the  devoted  labors  of  a  German 
pastor,  John  Frederick  Oberlin,  whose  life  had  been  spent  in  redeeming  an 
ignorant  and  degrading  population  in  his  parish  in  Eastern  France.  This  was 
in  1832.  A  journey  to  the  east  was  undertaken  by  Mr.  Shipherd  in  the  interest 
of  the  enterprise.  A  gift  of  five  hundred  acres  for  a  manual  training  school  was 
secured  from  Messrs.  Street  and  Hughes,  of  Xew  Haven,  Connecticut,  and  an 
arrangement  to  buy  five  thousand  acres  at  one  dollar  and  a  half  an  acre,  which 
was  to  be  sold  to  the  colonists  at  an  advance  of  one  dollar  an  acre,  thus  pro- 
viding a  fund  of  five  thousand  dollars  for  the  school.  The  Oberlin  covenant 
was  drawn  and  served  the  purpose  of  limiting  the  settlers  to  a  desired  class  of 
people.  Later  it  fell  into  disuse.  Mr.  Shipherd  continued  his  efforts  by  soliciting 
for  colonists  and  for  money  for  students.  When  he  returned  to  Ohio,  in  Sep- 
tember, 1833,  Mr.  Shipherd  had  secured  a  number  of  families,  students,  teachers, 
and  a  fund  of  nearly  fifteen  thousand  dollars.  If  anyone  doubts  the  enthusiasm 
and  moral  earnestness  at  Oberlin  he  should  read  the  detailed  account  of  John 
J.  Shipherd.  Meantime  Philo  P.  Stewart  had  been  giving  general  oversight  to 
the  enterprise  in  Ohio.  Peter  P.  Pease,  the  first  settler  and  a  member  of  the 
first  board  of  trust,  had  gone  to  the  present  site  and  cleared  away  the  forest  and 
made  preparation  for  the  coming  of  the  colonists  and  the  erection  of  a  building 
for  the  school.  This  was  in  the  heart  of  the  forest.  However  great  the  under- 
taking was,  the  fact  stands  that  the  school  was  opened  December  3,  1833,  at 
which  time  there  were  eleven  families  in  the  center  of  the  woods,  and  forty-foui 
students  —  twenty-nine  young  men  and  fifteen  young  women  —  at  the  school. 
No  other  such  foundation  has  ever  been  laid  in  the  West.  It  was  inevitable  that 
such  a  s])irit  should  bear  fruit. 

In  February,  1834,  the  legislature  chartered  the  Oberlin  Collegiate  Institute, 
and  in  1850  the  name  was  changed  to  Oberlin  College.  The  first  circular  was 
issued  in  March,  1834.  This  circular  and  the  charter  set  forth  clearly  the  con- 
ceptions of  the  men  of  those  days  as  to  the  mission  of  the  "Institute,"  and  in  a 
large  measure  the  spirit  of  Oberlin  has  remained  to  this  day.  She  is  still  inspired 
with  an  enthusiasm  for  humanity,  and  places  her  scholarship  on  the  altar  of 
service.  We  read,  "The  grand  objects  of  the  Oberlin  Institute  are,  to  give  the 
most  useful  education  at  the  least  expense  of  health,  of  time,  and  money ;  and 
to  extend  the  benefit  of  such  education  to  both  sexes  and  to  all  classes  of  the 
comnumit)',  so  far  as  its  means  will  allow.  Its  system  embraces  thorough  in 
struction  in  every  department,  from  the  infant  school  up  through  a  collegiarc 
and  theological  course.  While  care  will  be  taken  not  to  lower  the  standard  of 
intellectual  culture,  no  pains  will  be  spared  to  combine  with  it  the  best  physical 
and  moral  education.  Prominent  objects  of  this  seminary  are,  the  thorough  qual- 
ification of  Christian  teachers,  both  for  the  pulpit  and  for  schools ;  and  the  eleva- 
tion of  female  character,  by  bringing  within  the  reach  of  the  misjudged  and  neg- 
lected sex  all  the  instructive  privileges  which  have  hitherto  unreasonably  distin- 
guished the  leading  sex  from  theirs." 


EDUCATIONAL   HISTORY   OF   OHIO  335 

This  declaration  of  principles  definitely  committed  Oberlin  to  co-education. 
In  this  she  was  the  pioneer.  The  question  was  not  even  discussed.  The  work 
began  and  common  sense  did  the  rest.  The  history  of  Oberlin  in  this  respect  will 
bear  the  most  careful  investigation.  The  men  have  not  been  robbed  of  their 
glory  nor  the  young  women  of  their  charms.  Scandal  has  not  invaded  the  campus, 
and  the  hosts  of  alumni  and  alumnse  living  for  scholarship  and  good  citizenship 
afford  an  evidence  that  cannot  be  set  aside  by  modern  objections. 

Oberlin  began  with  the  feature  of  manual  labor.  This  was  no  doubt  done 
from  the  best  motives,  but  experience  has  always  proved  that  student  labor  is 
expensive  in  two  directions :  First,  the  institution  pays  a  high  price  for  every- 
thing produced  by  such  labor ;  and  second,  the  student  either  sacrifices  his  educa- 
tion or  the  time  of  his  employer.  The  result  is  the  .same  in  either  case,  and 
Oberlin  soon  saw  that  she  could  not  afford  the  experiment.  For  this  same  reason, 
among  others,  all  technical  education  becomes  expensive  to  the  institution  and 
demands  larger  incomes  in  order  to  maintain  it.  Oberlin  was  also  committed 
to  the  Christian  conception  of  education.  To  this  she  has  steadily  adhered.  The 
graduates  have  supported  the  ideal,  and  the  faculty  has  been  foremost  in  pro- 
moting it.  The  work  of  President  Finney  will  long  remain.  However,  it  is 
only  true  to  say  that  his  ideals  have  inspired  the  college,  and  at  this  date  there 
is  no  college  in  Ohio  where  the  religious  and  the  spiritual  are  more  cherished 
or  where  a  sane  and  rational  religious  life  is  better  exemjjlified. 

The  admission  of  colored  students  was  another  feature  that  brought  Oberlin 
into  discussion.  At  the  outset  Mr.  Shipherd  stood  for  it  on  the  broad  ground  of 
humanity  that  moved  him  to  found  the  college ;  on  the  ground  that  education 
of  the  negro  was  essential  to  his  progress :  and  on  the  ground  that  Christian 
people,  and  especially  a  Christian  school,  could  not  deny  the  colored  man  an 
opportunity.  There  was  some  feeling  in  his  day,  as  his  correspondence  will  show, 
but  the  cause  triumphed.  In  the  days  of  the  slavery  agitation  Oberlin  was 
brought  jjrominently  into  the  discussions.  It  brought  trouble,  made  some  enemies 
and  some  friends.  ( )berlin  was  on  the  right  side,  and  the  right  prevailed.  In 
the  end  the  reward  came,  and  the  country  now  honors  the  college  for  the  position. 
The  colored  students  have  not  been  a  large  factor,  and  in  the  future  will  probably 
be  fewer  in  number.  The  position  of  Oberlin  has  been  approved,  and  the  col- 
ored student  is  now  recognized  in  all  the  northern  schools.  In  addition  to  this, 
there  are  ample  provisions  for  his  higher  education  in  nearly  every  state.  Oberlin 
fought  his  battle  and  the  country  approved  the  ])osition. 

In  many  other  progressive  movements  and  reforms  Oberlin  has  been  active 
and  borne  her  full  share.  Truth  and  righteousness  with  full  liberty  to  the  indi- 
vidual have  always  been  held  sacred.  The  college  has  been  widely  influential  in 
the  mission  field  abroad  and  at  home.  In  this  she  has  realized  the  hope  of  the 
founders.  Her  scholarship  has  been  alert  to  duty.  There  is,  perhaps,  no  better 
example  of  the  advantage  of  a  close  corporation  in  managing  a  great  educational 
enterprise.  The  college  has  been  free  from  any  interference  by  church,  state  or 
factions  outside.  The  management  has  been  true  to  the  ideals  of  the  college,  and 
the  friends  are  coming  to  her  support  with  increasing  endowments.  In  this  work 
the  school  of  theology  has  been  of  great  im]X)rtance.     The  Oberlin  men   have 


336  EDUCATIONAL  HISTORY  OF  OHIO 

stood  for  a  free  and  progressive  scholarship,  always  strongly  attached  to  evan- 
gelical theology.  Her  preachers  have  been  useful  and  honorable  men.  the  larger 
number  being  in  the  Congregational  church. 

Mention  should  be  made  of  the  work  in  music.  The  Oberlin  conservatory 
has  long  enjoyed  an  enviable  reputation.  This  department  was  formally  organ- 
ized in  1865,  and  now  occupies  a  building  costing  not  far  from  $200,000,  well 
appointed  for  the  uses  of  a  conservatory.  No  better  single  building  is  to  be 
found  in  the  country  for  such  purposes.  The  musical  library  contains  about 
14,000  volumes. 

Oberlin  stands  to-day  as  closely  approximating  the  ideal  Christian  college. 
In  community,  in  environment  for  the  student,  in  equipment,  in  ideals,  in  historic 
college  spirit,  in  wholesome  ideas  as  to  scholarship  and  religion,  there  are  lew 
to  surpass.  Her  constituency  is  in  every  land,  and  her  scholars  are  at  work  in 
every  field. 

LAKE   ERIE   COLLEGE   AND   SEMINARY,    PAINESVILLE,   LAKE   COUNTY, 

FOUNDED  1847 

Lake  Erie  College  and  Seminary  is  the  successor  to  Lake  Erie  Female  Sem- 
inary, and  this  in  turn  is  successor  to  Willoughby  Female  Seminary,  founded  at 
Willoughby,  in   1847. 

For  nine  years  a  seminary  for  young  ladies  was  conducted  at  Willoughby 
on  the  plan  of  Mt.  Holyoke  Seminary,  as  suggested  by  Miss  Mary  Lyon,  who 
had  founded  Mt.  Holyoke  in  1837.  The  success  of  her  movement  drew  to  it  the 
attention  of  people  in  the  West  interested  in  the  education  of  young  women. 
These  seminaries  were  without  endowment,  and  by  introducing  the  plan  of  self- 
help  in  the  form  of  domestic  service  were  able  to  give  the  education  then  thought 
desirable  for  young  women  at  moderate  expense  and  under  satisfactory  govern- 
ment and  discipline. 

Willoughby  Seminary  was  under  the  direction  of  Mt.  Holyoke  graduates 
and  prospered  greatly  during  its  life.  Unfortunately  its  buildings  were  destroyed 
by  fire  in  1856.  At  this  juncture  the  plans  for  enlargement,  previously  dis- 
cussed, were  taken  up  anew,  and  the  question  of  location  became  involved. 
After  full  discussion,  the  trustees,  by  a  majority  of  one,  decided  to  locate  at 
Painesville  upon  a  slightly  different  basis.  Accordingly  the  Lake  Erie  Seminary 
was  incorporated  in  1856  and  located  at  Painesville,  where  they  had  secured 
fourteen  acres  of  ground  one-half  mile  west  of  the  town.  A  building  one  hun- 
dred and  eighty  feet  by  sixty  feet,  four  stories  high,  was  erected,  and  the  school 
opened  on  the  residence  plan.  The  organization  is  a  close  corporation  with  full 
power  to  perpetuate  itself.  The  main  features  of  the  seminary  were  taken  from 
the  Mt.  Holyoke  plan,  which,  in  Miss  Lyon's  words,  embrace  the  following  fea- 
tures: "Buildings  for  the  accommodation  of  the  school  and  boarders,  together 
with  furniture  and  all  things  necessary  for  the  outfit,  to  be  furnished  by  voluntary 
contributions,  and  placed,  free  from  encumbrance,  in  the  hands  of  trustees,  who 
should  be  men  of  enlarged  views  and  Christian  benevolence."  "Teachers  to  be 
secured  possessing  so  much  of  #  missionary  spirit  that  they  would  labor  faith- 


EDUCATIONAL   HISTORY   OF   OHIO  337 


fully  and  cheerfully,  receiving  only  a  moderate  salary  compared  with  what  they 
would  command  in  other  situations."  "Style  of  living  neat,  but  plain  and  simple." 
"Domestic  work  of  the  family  to  be  performed  by  members  of  the  school." 
"Board  and  tuition  to  be  placed  at  cost,  or  as  low  as  may  be,  and  still  cover  the 
common  expenses  of  the  family,  instruction,  etc."  "The  whole  plan  to  be  con- 
ducted on  the  principles  of  our  missionary  operations ;  no  surplus  income  to  go 
to  the  teachers,  to  the  domestic  superintendents,  or  to  any  other  person,  but  all  to 
be  cast  into  the  treasury  for  the  still  further  reduction  of  expenses  the  ensuing 
year." 

Upon  this  plan,  substantially,  the  seminary  was  operated,  giving  the  usual 
courses  of  instruction  in  those  days,  in  which  Bible  study  was  prominent.  Stead- 
ily the  scheme  of  education  was  enlarged,  and  in  1898  the  seminary  changed  its 
name  to  correspond  to  the  work  then  offered,  and  became  a  college  with  power 
to  grant  the  usual  collegiate  degrees.  The  change  in  name  indicates  a  wide 
departure  from  the  earlier  days  in  the  content  of  the  curriculum,  but  does  not 
indicate  any  essential  change  from  the  principles  that  have  been  cherished  through 
the  hi.story  of  the  movement.  The  aim  of  such  colleges  is  to  furnish  separate 
education  for  women  of  a  grade  equal  to  that  offered  in  standard  colleges.  Nearly 
four  thousand  students  have  enrolled  at  this  college  in  its  life  at  Painesville. 

ANTIOCH    COLLEGE,   YELLOW   SPRINGS,   GREENE   COUNTY, 

FOUNDED  1852 

This  college  owes  its  origin  to  an  action  taken  by  the  Christian  denomination 
in  a  convention  at  Marion,  Wayne  County,  New  York,  October  2,  1850.  The 
name  —  Antioch  —  has  a  scriptural  origin,  since  there  the  disciples  were  first 
called  Christians.  It  is  evident,  therefore,  that  a  Christian  college  was  antici- 
pated, and  the  history  as  well  as  the  practice  proves  that,  while  professedly  non- 
sectarian,  it  was  substantially  another  Christian  college  to  be  administered  on  a 
liberal  policy.  The  first  expectation  was  that  the  college  would  be  located  in 
New  York,  but  the  outcome  of  the  canvass  for  funds  showed  the  Ohio  agents 
to  be  far  in  the  lead,  and  accordingly  the  location  was  finally  made  at  Yellow 
Springs.  The  chief  reason  in  determining  this  was  the  pledge  from  Yellow 
Springs  for  twenty  acres  of  land  and  thirty  thousand  dollars  in  money.  Hon, 
William  Mills  donated  the  land  and  finally  paid  twenty  thousand  dollars  of  the 
pledge.  The  college  was  incorporated  May  14,  1852.  The  aim  of  the  founders 
was  to  establish  a  college  of  high  rank  open  to  both  sexes.  The  authorities  pro- 
ceeded to  the  erection  of  the  main  building,  two  dormitories  and  a  president's 
residence.  Horace  Mann  was  invited  to  be  the  first  president  and  entered  upon 
his  work  with  enthusiasm. 

Financial  embarrassment  soon  beset  the  young  college,  and  the  property  was 
sold  for  debt  April  19,  1859.  Reorganization  then  took  place,  and  the  property 
was  transferred  to  the  new  corporation,  "Antioch  College,  of  Yellow  Springs, 
Greene  County,  Ohio."  A  plan  of  co-operation  was  then  devised  between  the 
Christian  denomination  and  the  Unitarian  denomination.  This  did  not  entirely 
relieve  the  situation.     Debates  and  strifes  ensued.     Through  the  reorganization 


338  EDUCATIONAL  HISTORY  OF  OHIO 


the  college  was  made  free  of  debt  and  by  charter  provision  must  remain  so.  The 
college  is  possessed  of  some  funds  and  maintains  a  creditable  curriculum,  although 
the  number  of  students  does  not  equal  that  of  earlier  days.  The  history  of  the 
college  shows  three  features  worthy  of  mention : — 

1.  Freedom  from  sectarianism. 

2.  Coeducation. 

3.  The  lack  of  anything  of  the  nature  of  prizes,  honors  or  anything  de- 
signed to  arouse  rivalry  among  students. 

In  the  earlier  course  of  study  recognition  was  given  to  the  elective  system, 
stress  was  laid  upon  historical  and  scientific  studies,  and  the  art  of  teaching  was 
a  required  part  of  the  course.  The  introduction  of  these  features  was  due  to 
the  first  president.  Horace  Mann. 

THE  WESTERN  COLLEGE  FOR  WOMEN,  OXFORD.  BUTLER  COUNTY, 

FOUNDED  1853 

This  institution  began  its  history  as  the  Western  h'emale  Seminary,  and 
continued  under  the  original  plan  until  1894,  when  the  trustees  decided  to  change 
the  name,  as  work  of  a  college  grade  was  then  offered.  Later  the  name  was 
changed  again  to  The  Western  College  for  Women  to  indicate  that  emphasis 
should  hereafter  be  given  to  the  college  course.  The  institution  owes  its  origin 
chiefly  to  a  body  of  what  was  then  Xew  School  Presbyterians.  That  branch  of 
the  divided  Presbyterian  church  did  not  establisii  formally  institutions  of  learn- 
ing, but  its  members  proceeded  upon  the  non-sectarian  or  close  corporation  plan. 
The  Mt.  Holyoke  principles  were  the  governing  ones,  and  in  later  years  the 
college  has  been  conducted  in  harmony  with  the  practices  prevailing  at  Mt.  Hol- 
yoke and  Wellesley. 

The  object,  as  set  forth  in  the  charter,  was : 

1.  To  give  a  liberal  education. 

2.  To  give  this  education  at  moderate  cost. 

3.  To  give  it  under  distinctively  Christian  influences. 

The  patronage  has  been  chiefly  from  the  Presbyterian  church  until  in  recent 
years,  when  the  roll  has  included  a  considerable  percentage  from  other  denom- 
inations. The  college  has  a  campus  of  sixty  acres,  three  buildings.  The  resources 
approximate  a  quarter  of  a  million  of  dollars.  The  institution  has  never  had  an 
indebtedness  except  when  erecting  buildings.  The  faculty  has  grown  to  twenty- 
five  in  number.  The  graduates  number  657.  This  college  and  Lake  Erie  Col- 
lege represent  a  definite  idea  in  the  education  of  women,  and  more  closely  than 
anv  others  in  the  state  follow  the  methods  of  the  colleges  for  women  in  the  East. 

THE    NATIONAL   NORMAL   UNIVERSITY,    LEBANON,   WARREN   COUNTY, 

FOUNDED  1855 

The  National  Normal  University  is  third  in  the  series  of  attempts  to  estab- 
lish an  institution  at  Lebanon.  The  Lebanon  Academy  was  chartered  March  7, 
1843.     After  some  years  of  history  a  movement  among  public  school  men  was 


EDUCATIONAL  HISTORY  OF  OHIO  339 


started  in  favor  of  normal  schools.  In  the  summer  of  1855  a  summer  institute 
was  held  for  three  weeks  in  the  huildings  of  Miami  University  at  Oxford.  Dur- 
ing this  session  of  the  institute  an  organization  was  effected  under  the  name  of 
the  "Southwestern  State  Xormal  School  Association."  The  object  was  to  main- 
tain a  school  until  state  aid  could  be  secured.  The  first  trustees  were  .\.  J.  Rickoff 
of  Cincinnati.  Charles  Rogers  of  Dayton  and  E.  C.  Ellis  of  Georgetown.  They 
selected  Lebanon  as  the  location,  and  the  trustees  of  Lebanon  Academy  turned 
over  their  property  to  them  with  an  agreement  to  furnish  eighty  pupils  for  five 
years  to  assist  in  maintaining  the  school.  Alfred  Holbrook  was  elected  principal. 
The  school  under  his  management  opened  November  24,  1855,  with  ninety-five 
pupils.  -At  the  end  of  the  first  year  the  management  retired,  and  the  school 
passed  into  the  control  of  Mr.  Holbrook.  The  second  \ear  saw  an  enrollment 
of  two  hundred  and  fifty-seven.  As  the  school  grew  the  curriculum  was  enlarged, 
and  in  1870  the  students  were  enrolled  from  so  wide  a  territory  that  the  name 
was  changed  to  the  National  Normal  School.  In  1883  the  National  Normal 
University  was  established.  During  the  life  and  vigor  of  Professor  Holbrook 
the  school  was  continued  as  a  private  enterprise  so  far  as  the  financial  features 
were  involved.  It  was  on  a  projjrietary  basis.  .After  he  retired  from  the  school 
the  management  was  somewhat  disorganized,  and  the  future  stability  of  the 
school  threatened.  In  May,  1893,  with  a  capital  stock  of  thirty  thousand  dollars 
divided  into  twelve  hundred  shares  of  twenty-five  dollars  each,  the  National 
Normal  University  Company  was  incorporated.  Under  this  company  the  Na- 
tional Normal  is  operated  by  a  board  of  six  managers  and  in  form  remains  a 
proprietary  school.  The  work  is  carried  on  chiefly  along  the  lines  projected  by 
Professor  Holbrook.  The  organization  comprises  colleges  of  Business.  Teachers, 
Science,  Liberal  -Arts,  Law,  Oratory,  Music,  English  and  Classics. 

CASE   SCHOOL   OF   APPLIED    SCIENCE,    CLEVELAND,    CUYAHOGA 
COUNTY,  FOUNDED  1880 

In  a  deed  of  trust  executed  h'ebruary  24,  1877,  Mr.  Leonard  Case  gave  the 
following  directions  to  the  trustees : — "To  cause  to  be  formed  and  to  be  regularly 
incori)orated  under  the  laws  of  Ohio  an  institution  of  learning  to  be  called  Case 
School  of  .\pplied  Science  and  located  in  said  city  of  Cleveland,  in  which  shall 
be  taught,  by  competent  professors  and  teachers.  Mathematics,  Physics,  Engi- 
neering—  Mechanical  and  Civil  —  Chemistry,  Economic  Geology,  Mining  and 
Metallurgy,  Natural  History,  Drawing  and  Modern  Languages,  *  *  *  and 
■such  ether  kindred  branches  of  learning  as  the  trustees  of  said  institution  may 
deem  advisable.  *  *  *  ^nd,  without  intending  to  make  it  a  condition  or 
limitation  of  this  conveyance,  or  any  binding  restriction  upon  the  power  of  such 
trustees,  the  said  grantor  does  hereby  recommend  to  them  to  hold  said  property 
without  alienation,  and  apply  the  rents,  issues  and  profits  thereof  to  the  uses  and 
purposes  above,  and  that  the  expenditures  for  such  institution  be  not  permitted 
to  exceed  the  annual  income  derived  from  said  property." 

.After  the  death  of  Mr.  Case,  January  6,  1880,  steps  were  taken  to  incor- 
norate  and  articles  filed. 


340  EDUCATIONAL   HISTORY   OF  OHIO 

Instruction  began  in  1881  in  the  Case  homestead  and  continued  until  1885 
when  the  transfer  was  made  to  the  new  building  readv  for  occu])ancy.  Since 
that  date  several  new  laboratories  have  been  erected.  A  large  faculty  is  em- 
ployed. The  students  number  nearly  five  hundred.  The  school  is  one  of  the 
best  of  its  class  in  the  country.  They  confer  the  usual  scientific  and  technical 
degrees. 

DENOMINATIONAL    COLLEGES 
KENYON   COLLEGE,   GAMBIER,   KNOX    COUNTY,   FOUNDED    1825 

Kenyon  was  not  only  among  the  first  colleges  in  Ohio,  but  is  the  pioneer 
among  what  we  term  denominational  colleges.  The  founder  was  the  Right 
Reverend  Philander  Chase,  first  Bishop  of  Ohio  in  the  Protestant  Episcopal 
Cliurch.  The  first  articles  of  incorporation  were  dated  December  29,  1824, 
under  the  name  of  "The  Theological  Seminary  of  the  Protestant  Episcopal 
Church  in  Diocese  of  Ohio."  On  January  24,  1826,  the  charter  was  amended 
so  that  the  president  and  professors  should  constitute  a  faculty  with  the  usual 
collegiate  powers.  On  March  10,  1839,  the  charter  was  amended  so  as  to  pro- 
vide for  the  establishment  of  a  college,  a  preparatory  department  and  the  power 
io  confer  collegiate  degrees  was  given  to  the  college  faculty  and  the  degrees  in 
theology  to  the  theological  faculty. 

In  August,  1891,  another  change  was  effected  liy  which  the  corporate  name 
was  changed  to  "Kenyon  College."  The  three  heretofore  independent  institu- 
tions were  consolidated  into  one  of  which  the  president  of  Kenyon  College  is 
the  head.  Kenyon  College  now  includes  three  departments,  viz :  .\  Theological 
School,  Bexley  Hall ;  A  Collegiate  School.  Kenyon  College ;  and  a  Preparatory 
School,  Kenyon  Military  Academy.  In  1898  another  amendment  was  made 
providing  that  the  bishop  and  bishop  coadjutator  of  any  diocese  outside  of  the 
state  of  Ohio  may  become  members  of  the  board  by  filing  with  the  secretary  a 
written  acceptance  of  an  oiTer  by  the  board  of  such  membership.  And  upon 
such  acceptance  by  its  bishop,  one  additional  trustee  may  be  appointed  for  the 
term  of  three  years,  by  the  diocesan  convention  of  such  diocese.  Under  these 
provisions  the  government  of  Kenyon  College  is  vested  in  a  group  of  bishops 
together  with  additional  trustees  elected  by  the  several  affiliated  dioceses.  A 
college  could  not  he  more  completely  or  cordially  united  to  its  denomination. 

In  the  development  of  his  plans  Bishop  Chase  went  to  England  with  letters 
of  introduction  from  Henry  Clay  to  Lord  Gambier,  whom  Mr.  Clav  had  met 
as  commissioner  of  the  Treaty  of  Ghent  in  181 5.  Among  the  distinguished  per- 
.sons  met  on  this  trip  were  Lords  Gambier,  Kenyon  and  Bexley,  Sir  Thomas 
Ackland,  the  Right  Honorable  Dowager  Countess  of  Rosse,  the  Rev.  George 
Gaskin,  D.  D.,  Henry  Hoare,  George  W.  Marriott  and  Mrs.  Hannah  More. 
Thirty  thousand  dollars  was  realized  from  this  trip.  He  returned  to  Ohio  in 
the  autumn  of  1824.  The  preparatory  school  was  opened  on  the  bishop's  estate 
at  Worthington  a  few  miles  north  of  Columbus. 

The  choice  of  location  was  made  by  the  purchase  of  a  tract  of  eight  thou- 
sand acres  of  land  in  Knox  Countv  at  two  dollars  and  twentv-five  cents  an  acre. 


EDUCATIONAL  HISTORY  OF  OHIO  341 


Here  with  much  hard  labor,  many  trials,  some  disappointments  and  some  contro- 
versy, the  new  college  was  started.  The  village  was  named  Gambier  and  the 
chief  building,  Kenyon  College,  thus  recognizing  Bishop  Chase's  most  ardent 
friends.  The  corner  stone  of  Kenyon  College  was  laid  with  appropriate  cere- 
monies, June  9,  1827.  The  college  now  has  ten  buildings:  Old  Kenyon  built 
in  1827  used  as  a  dormitory:  Ascension  Hall,  recitation  and  laboratory  purposes; 
Rosse  Hall,  gymnasium  and  assembly  room :  Hubbard  Hall,  the  library ;  the 
Church  of  the  Holy  Spirit,  the  College  Chapel ;  Bexley  Hall,  The  Theological 
Seminary ;  Milnor  and  Delano  Halls  for  the  preparatory  school :  "Kokosing," 
the  stone  mansion  of  Bishop  Bedell  and  last  in  1901  Hanr.a  Hall  now  in  process 
of  erection  for  a  dormitory  the  gift  of  the  Honorable  Alarcus  A.  Hanna,  United 
States  Senator  from  Ohio. 

The  college  has  considerable  endowment,  a  number  of  scholarships  and  is 
completely  organized  for  the  work  of  education  along  the  lines  suggested  in  the 
annual  catalogue.  The  attendance  has  never  been  large  but  the  alumni  roll  is 
one  of  unusual  distinction.  The  institution  is  not  coeducational  but  Harcourt 
Seminary  of  Gambier  offers  facilities  for  the  education  of  young  women.  The 
college  department,  the  theological  department  and  the  Military  Academy  are 
organized  with  separate  faculties  for  education  but  all  are  under  the  manage- 
ment of  one  board  of  trustees. 


ST.    XAVIER'S    COLLEGE,    CINCINNATI,    HAMILTON    COUNTY, 

FOUNDED  1831 

This  college  grew  up  in  proximity  to  St.  Xavier's  church.  Sycamore  street, 
Cincinnati,  and  was  established  by  the  Right  Reverend  Edward  D.  Fenwick, 
D.  D.,  first  Bishop  of  Cincinnati,  October  17,  1831.  The  school  was  conducted 
under  the  name  of  the  Athciiaeiiiit.  It  was  the  subject  of  varying  fortunes  for 
several  years  and  in  1840  was  transferred  to  the  Fathers  of  the  Society  of  Jesus 
by  Archbishoj)  I'urcell.  In  1842  it  was  incorporated  by  the  legislature  of  Ohio 
under  the  name  of  St.  Xavier's  College.  In  1869  the  legislature  passed  an  act 
under  the  general  law  of  1852  which  provides  for  a  perpetual  charter  with  all 
the  usual  collegiate  and  university  powers. 

The  Faculty  serves  without  compensation  and  maintains  well  organized 
literary,  commercial  and  preparatory  courses.  The  college  enrolls  about  four 
hundred  students  and  is  for  boys  only.  There  is  no  endowment  and  the  manage- 
ment depends  upon  tuition  for  ordinary  expenses. 

MUSKINGUM    COLLEGE,    NEW    CONCORD,    MUSKINGUM    COUNTY, 

FOUNDED  1837 

The  origin  of  this  college  was  due  to  local  interests.  The  community  about 
the  village  of  New  Concord  was  settled  chiefly  by  Scotch  and  Scotch- Irish  Pres- 
byterians. There  were  all  varieties,  the  Associate,  Associate-Reformed,  after- 
wards the  United  Presbyterians,  the  Reformed  Presbyterians  and  the  Presby- 
terians of  the  Old  School.     These  people  believed  in  an  educated  ministry  and 


342 


EDUCATIONAL  HISTORY   OF  OHIO 


in  education  alike  for  Ijoys  and  girls.  They  began  the  agitation  as  early  as  1836, 
while  the  first  settlers  were  still  active.  At  that  time  the  public  school  system 
was  undeveloped  and  college  privileges  were  unusual.  After  some  discussion 
in  1836  it  was  decided  to  proceed  with  measures  for  a  college  and  on  March  18, 
1837,  the  college  was  incorporated  with  a  board  of  nine  trustees  and  power  to 
increase  the  number  to  fifteen.  At  the  beginning  the  school  was  on  rented 
quarters  until  the  community  had  raised  the  money  and  erected  the  building. 

At  the  outset  the  management  was  purely  local,  as  was  also  the  patronage. 
It  so  continued  until  1877,  when  the  Board  proposed  to  affiliate  more  closely 
with  the  Presbyterian  Church  by  putting  the  college  under  the  control  of  Mus- 
kingum Presbytery,  in  which  the  college  was  located,  and  the  adjacent  presbytery 
of  Mansfield.  When  this  was  agreed  to  a  change  of  charter  was  secured  to 
meet  the  new  conditions.  In  1883  the  L'nited  Presbyterian  Synod  of  Ohio  took 
formal  control..  The  board  of  trustees  consists  of  twenty-one  persons  elected 
in  three  classes  for  three  years.  Thus  the  college  became  in  the  most  direct 
waj'  a  denominational  college.  This  simply  widened  its  constituency.  Its  pat- 
ronage has  always  been  chiefly  from  the  United  Presbyterian  Church  and  the 
money  has  come  from  the  same  source.  At  the  outset  the  college  was  for  men, 
but  in  1854  the  Board  decided  in  favor  of  co-education  and  the  first  woman 
graduate  was  in  the  class  of  1855.  The  college  participated  in  the  benefits  of 
the  quarto  centennial  fund  and  since  the  transfer  of  its  government  has  entered 
upon  an  era  of  new  usefulness. 

OHIO    WESLEYAN    UNIVERSITY,    DELAWARE,    DELAWARE    COUNTY, 

FOUNDED  1844 

In  1840  Dr.  Edward  Thomson,  principal  of  Xorvvalk  Seminary,  in  a  report 
to  the  North  Ohio  Conference  said.  "There  is  no  Methodist  college  in  Ohio. 
We  blush  to  think  that  it  contains  no  institution  to  which  our  youth  can  resort 
for  collegiate  instruction  without  imbibing  ideas  at  variance  with  the  religion  of 
their  fathers,  and  the  church  of  their  adoption.  There  is  no  state  in  the  country 
in  which  the  Methodist  church  is  more  in  need  of  a  college  than  Ohio."  This  is 
believed  to  be  the  first  published  utterance  of  the  need  of  a  Methodist  college. 
From  this  point  the  discussion  widened  and  finally  look  tangible  form  at  Dela- 
ware. An  attempt  had  Ijeen  made  to  establish  a  watering  place  at  the  famous 
White  Sulphur  Spring,  now  on  the  university  campus.  This  project  had  not  been 
as  successful  as  was  hoped  and  the  owner  concluded  to  abandon.  Rev.  Adam 
Pee  offered  the  suggestion  of  purchase  and  the  establishment  of  a  Methodist  col- 
lege at  the  place.  The  proposal  was  received  with  favor  and  on  September  i, 
184T,  a  joint  committee  of  the  North  Ohio  and  the  Ohio  Conferences  met  and 
accepted  the  proposed  location.  March  7,  1842,  the  legislature  granted  a  charter. 
A  preparatory  school  was  opened  in  1841  and  in  1842  Dr.  Edward  Thomson 
was  elected  to  the  presidency,  but  was  not  expected  to  enter  actively  upon  his 
duties  for  some  time.  Meantime  jDlans  were  matured  for  opening  the  college 
and  efforts  made  to  procure  necessary  funds.  In  1844  the  board  proceeded  to 
organize  a  faculty  and  the  school  was  opened  November  13,  1844,  with  a  presi- 


EDUCATIONAL  HISTORY   OF  OHIO  343 

dent  and  four  nienil)ers  of  the  faculty.  The  early  days  of  the  college  were,  as 
usual  in  the  western  country,  surrounded  with  discouraging  features,  but  inspired 
by  the  devotion  and  loyalty  of  the  faculty  and  friends. 

Ohio  Wesleyan  began  on  the  old  lines  of  separate  education.  At  the  be- 
ginning twenty-nine  young  men  appeared  and  the  college  continued  on  these 
lines  until  the  union  with  the  Ohio  Wesleyan  Female  College,  in  1877.  In  those 
years  co-education  was  not  popular  and  the  thought  of  a  woman's  education 
being  on  the  same  plane  and  of  equal  dignity  with  that  of  man,  had  not  taken  a 
deep  hold  upon  the  public.  As  early  as  1850  a  movement  for  the  education  of 
young  women  was  started  in  Delaware  by  Rev.  William  Grissell  and  wife.  This 
movement  was  aljandoned  two  years  later  and  in  1853  '^'"'c  property  of  Mr.  Gris- 
sell was  bought  and  "The  Ohio  Wesleyan  Female  College'"  was  incorporated  by 
twenty  men,  among  whom  was  the  late  Prof.  William  G.  Williams,  so  long  identi- 
fied with  the  university.  The  discussion  of  co-education  continued  throughout 
the  country  and  sentiment  steadily  changed  until  the  Church  in  the  West  has 
almost  unanimously  declared  for  the  policy.  It  was  inevitable  that  the  union 
should  come  and  in  1877  the  I-'cmale  (.College  which  had  acquired  a  fine  prop- 
erty known  as  Monnett  Hall  with  a  body  of  more  than  four  hundred  alumnae, 
was  united  with  the  Ohio  Wesleyan  University,  and  then  Ijegan  the  most  vig- 
orous and  progressive  life  in  the  history  of  the  two  movements. 

The  government  of  the  university  is  vested  in  a  board  of  thirty-one  trustees, 
the  president  of  the  university  being  ex-officio  a  member.  The  election  of  mem- 
bers is  by  five  annual  conferences  and  the  .\ssociation  of  .\lumni  and  the  term 
of  office  is  fixed  at  five  years.  This  keeps  the  management  of  the  university 
entirely  within  the  control  of  the  church. 

In  equipment  the  university  ranks  among  the  best  in  the  Central  West. 
The  buildings  are  modern  and  adequate ;  the  funds  have  increased  liberally ; 
the  student  roll  steadily  increases  and  the  faculty  is  able  and  progressive.  Few 
denominational  colleges  have  had  a  more  intimate  relation  to  the  church  and  of 
none  perhaps  could  it  be  said  that  the  helpful  influence  upon  the  church  is 
equal  to  that  of  the  Ohio  Wesleyan  University.  Her  alumni  are  found  in  all 
lands  and  the  vigorous  Christian  activity  maintained  has  commended  the  uni- 
versity to  all  people  interested  in  higher  Christian  education.  Her  service  to  the 
state  has  been  conspicuous  and  patriotic. 


BALDWIN  UNIVERSITY   AND   GERMAN   WALLACE   COLLEGE,  BEREA, 
CUYAHOGA  COUNTY,  FOUNDED   1845 

Baldwin  University  owes  its  existence  to  the  generosity  of  Hon.  John 
Baldwin,  who  gave  to  the  North  Ohio  Annual  Conference  lands,  buildings  and 
endowments.  Mr.  Baldwin  had  come  to  Berea  a  young  man  without  property 
and  located  upon  lands  that  proved  to  be  exceedingly  valuable  owing  to  the  stone 
quarries,  among  which  were  stone  suitable  for  grindstones.  The  proceeds  from 
the  sale  of  grindstones  were  u.sed  for  the  erection  of  buildings. 

A  seminary  had  been  in  ojieration  at  Xorwalk.  Mr.  Baldwin  proposed  re- 
moval and  offered  fifty  acres  of  land,  including  most  of  the  grindstone  quarries, 


344  EDUCATIONAL  HISTORY  OF  OHIO 


and  promised  to  erect  a  building  "jz  x  36,  to  be  finished  by  September,  1845.  In 
June,  1845,  lie  offered  fifty  lots  to  be  sold  at  a  fair  valuation  and  the  proceeds 
used  as  an  endowment.  This  offer  was  accepted.  Baldwin  Institute  was  chartered 
in  1845.  Ten  years  later,  acting  upon  the  advice  of  the  Conference,  the  name 
was  changed  to  Baldwin  University.  The  quarries  have  made  it  possible  to  erect 
the  buildings  of  stone,  and  in  this  re:^ard  the  university  has  been  fortunate.  Its 
buildings  are  superior.  The  institution  was  begun  as  a  co-educational  institution 
and  so  remains.  Its  history  is  like  other  Ohio  Colleges  as  to  curriculum  and 
general  purposes.  In  1858  a  German  department  w-as  organized  with  a  view 
of  meeting  the  needs  of  the  German  Alethodists.  In  1863  it  was  organized  as  a 
separate  institution  and  named  German  Wallace  College,  in  honor  of  Hon.  James 
Wallace,  who  gave  the  first  building. 

By  a  cordial  co-operation  of  the  trustees  of  the  two  institutions  no  professor- 
ships are  duplicated  and  the  professors  teach  in  both  institutions.  Tuition  in  one 
gives  full  rights  in  the  other.  The  university  furnishes  instruction  in  Latin, 
methematics  and  science,  while  the  college  furnishes  instruction  in  German,  Greek, 
and  French. 

Efforts  have  been  made  at  different  times  to  w^iden  the  .scope  of  the  uni- 
versity by  organizing  other  departments,  such  as  pharmacy  and  latest  a  school  of 
law.  These  efforts  have  not  met  with  sufificient  success  to  make  them  form  an 
important  part  of  the  history  of  the  institution.  The  fact  that  Baldwin  is  one 
of  the  several  Methodist  colleges  in  the  state  makes  its  progress  and  growth  more 
difficult  than  otherwise. 

MT.   UNION   COLLEGE,   ALLIANCE,   STARK   COUNTY,   FOUNDED    1846 

JNIt.  Union  College,  like  so  many  other  ( )hio  colleges,  was  a  growth. 
Rev.  O.  X.  Hartshorn  started  in  humble  quarters  with  a  school  of  six  in  1846. 
The  members  increased  until  it  was  believed  that  a  college  should  be  organized. 
A  charter  was  granted  March  11,  1853.  The  purpose  of  the  college,  as  set  forth 
in  the  charter  and  published  statements,  doubtless  expressed  the  views  of  Dr. 
Hartshorn  and  met  with  general  approval. 

Among  other  statements  are  these :  "To  found  for  the  people  a  cosmic 
college,  where  any  person  may  economically  obtain  a  thorough,  illustrative, 
integral  instruction  in  any  needed  studies.  To  enable  anv  persons  of  either  sex 
to  take  any  general  course,  or  a  special  or  elective  course,  or  such  study  or 
studies  in  any  department  or  course  and  for  such  time  as  their  choice  and  life- 
character  may  need.  To  make  the  college  a  voluntary  representative,  patriotic, 
philanthropic,  Christian  and  progressive  institution  —  not  compulsory,  sectarian, 
antiquated,  arbitrary  or  partial." 

Among  the  leading  provisions  were  that  the  property  should  be  held  in 
trust :  contributors  were  allowed  to  vote  for  trustees ;  the  college  was  to  be 
conducted  according  to  the  principles  of  the  Christian  religion  as  revealed  in 
the  Bible ;  the  college  was  not  to  be  a  close  corporation,  but  trustees  were  to 
be  elected  for  terms  of  three  years,  and  the  college  was  to  rely  upon  voluntary 
support  for  its  needs. 


EDUCATIONAL  HISTORY  OF  OHIO  345 


Under  these  principles  the  school  began  its  historv .  Thousands  of  students 
have  been  in  attendance,  the  majority,  however,  not  continuing  until  graduation. 
As  will  be  readily  seen,  the  college  aimed  to  be  a  public  institution  from  the 
start,  but  free  from  the  methods  of  close  corporation  and  the  strictly  organized 
denominational  college.  The  work  continued  until  1864,  when  the  Methodist 
Episcopal  Church  came  into  a  measure  of  control  by  the  appointment  of  com- 
mittees of  supervision  and  committees  of  visitation.  This  has  been  developed, 
and  now  the  Pittsburgh,  the  East  Ohio,  the  Erie,  the  West  \'irginia  and  Norih 
Ohio  Conferences  unite  in  supervision  and  visitation.  Erom  the  beginning  the 
men  interested  in  organization  and  promotion  have  been  predominatingly  Meth- 
odist. The  names  of  Lewis  Miller,  of  Akron :  his  brother.  Jacob  Miller,  of 
Canton :  William  McKinley.  Bishops  Cilbert  Haven.  Simpson.  Warren  and  Vin- 
cent sufficiently  indicate  the  quality  of  men  who  have  had  supervision  in  recent 
years. 

As  early  as  1850  the  college  organized  a  normal  department.  The  organi- 
zation at  present  includes  the  collegiate  department,  the  academic  dejjartment, 
the  normal  department,  the  department  of  oratory  and  physical  culture,  the 
commercial  department,  the  department  of  music,  and  the  department  of  fine 
arts.  The  patronage  has  come  from  many  slates,  but  chiefly  from  Western 
Pennsylvania,  West  \  irginia  and  Ohio. 

OTTERBEIN   UNIVERSITY.   WESTERVILLE,   FRANKLIN    COUNTY, 

FOUNDED  1847 

This  institution,  located  at  VN'esterville,  Eranklin  County,  twelve  miles  north 
of  Columbus,  was  the  outgrowth  of  the  conviction  that  the  denomination  should 
educate  its  children.  The  official  date  of  its  founding  is  April  26,  1847,  ^'i^'' 
as  proclaimed  in  its  publications,  the  institution  is  owned  and  controlled  by  the 
Church  of  the  United  Brethren  in  Christ.  The  name  was  taken  from  Phillip 
\Mlliam  Otterbein,  the  founder  of  the  church.  In  1845  the  (icneral  Conference 
resolved  ( i )  that  proper  measures  be  adopted  to  establish  an  institvition  of  learn- 
ing; and  (2)  that  it  be  recommended  to  the  attention  of  the  annual  conferences. 
The  Miami  Conference  was  the  first  to  act,  March  3,  1846.  Subsequently  other 
annual  conferences  acted  favorably.  On  October  26,  1846,  the  Scioto  Conference 
decided  upon  the  establishment  of  an  institution,  purchased  the  Blendon  Young 
Men's  Seminary,  then  operated  by  the  Methodist  Episcopal  Church,  invited  other 
confiTences  to  co-operate,  and  on  .April  26.  1847,  the  trustees  appointed  by  the 
Scioto  and  Sandusky  Conferences  met  and  founded  the  "Otterbein  University 
of  Ohio."  The  following  September  the  school  was  opened  as  an  academy. 
In  1840  the  charter  was  granted  by  the  state  of  Ohio.  The  work  done  was 
that  of  an  academy  until  1854,  when  the  first  college  class  was  formed.  In 
1857  the  first  class,  consisting  of  two  ladies  —  Sarah  Jane  Miller  and  Mary  Kate 
Winter  —  was  graduated,  since  which  time  no  year  has  passed  without  a  grad- 
uating class. 

In  many  ways  Otterbein  is  a  typical  denominational  college.  Its  origin  was 
:n  the  church  :    its  declared  purposes  was  to  further  the  interests  of  the  church 


346  EDUCATIONAL  HISTORY   OF   OHIO 

through  the  education  of  her  children ;  co-education  from  tlie  founding  was 
h?artily  approved,  and  the  influence  of  the  college  upon  the  denomination  has 
i)een  most  beneficial.  Its  origin  was  at  a  time  when  the  denomination  was  not 
well  organized,  and  the  sentiment  in  the  church  was  in  many  instances  hostile 
to  the  cause  of  learning.  Xevertheless  the  early  founders  saw  that  ''regular 
communicants  when  they  left  their  homes  for  the  theatre  of  literary  training 
were  in  a  large  majority  of  instances  carried  away  by  the  force  of  surrounding 
influences,  and  either  fell  into  the  ranks  of  other  denominations,  or  else  made 
shipwreck  of  their  faith,  and  were  thus  lost  to  the  church."  It  is  significant, 
also,  that  the  founding  of  the  college  was  followed  by  the  more  complete  organi- 
zation of  the  church  in  its  enterprises  for  missions,  Sab1)ath  Schools,  theological 
education,  church  extension  and  other  agencies  for  the  promotion  of  the  in- 
terests of  the  denomination.  The  direct  and  indirect  benefits  of  the  college  to 
the  denomination  have  been  many  times  the  value  of  its  propertx-  and  endowment. 
a  fact  not  clearly  ajipreciated  either  by  the  church  or  the  public.  Like  all  other 
schools  its  influence  has  not  been  confined  to  the  church.  A  creditable  propor- 
tion of  the  alumni  have  entered  the  ministry,  but  with  the  growth  of  the  college 
increasing  numbers  have  gone  into  the  various  callings  of  life  and  have  influ- 
enced their  surroundings  for  better  things. 

The  university  has  survived  the  early  struggles  against  poverty  and  indiffer- 
ence;  has  suffered  from  loss  by  fire  in  1870;  has  defeated  the  ]5roject  of  removal 
from  the  present  location,  and  meantime  has  ke])t  its  roll  of  students  quite  in 
advance  of  the  growth  of  the  denomination.  Its  buildings  are  in  good  condition; 
its  faculty  and  trustees  are  active,  and  prospects  for  future  growth  as  bright  as 
ever  in  its  history.  Like  all  other  colleges  in  Ohio,  its  needs  are  always  in 
advance  of  its  supply,  but  a  wise  use  of  limited  funds  has  ])roduced  such  results 
as  to  commend  it  most  heartily  to  the  church  and  to  benevolently  disposed  citizens. 

HIRAM   COLLEGE,   HIRAM,   PORTAGE   COUNTY,    FOUNDED    1850 

In  1840  Alexander  Campbell,  of  wide  rejnite  among  the  people  known  as  the 
Disciples,  had  founded  Bethany  College,  Bethany,  West  \'irginia.  At  that  time 
this  was  the  only  college  of  that  denomination  in  the  country.  In  the  Western 
Reserve  a  considerable  proportion  of  the  population  were  of  the  Disciple  faith. 
In  1849  at  a  yearly  meeting  held  at  Russell,  (ieauga  County,  Mr.  .A.  L.  Soule,  a 
leading  member  of  the  church,  invited  those  interested  to  meet  at  his  home  on 
June  I2th.  A  number  of  gentlemen  met,  and  after  discussion,  agreed  to  take 
steps  toward  founding  a  school. 

Mr.  A.  S.  Hayden,  the  secretary,  was  instructed  to  ])repare  an  address  to 
the  churches,  and  invite  them  to  send  delegates  to  a  later  meeting.  This  was 
done,  and  a  nieeting  held  at  North  Rloomfield,  .August,  1849.  The  enthusiasm 
increased,  and  at  a  third  meeting  at  Ravenna,  October  3d,  the  question  was 
regarded  as  practically  settled,  save  the  two  items  of  location  and  the  character 
of  the  school.  It  was  decided  in  favor  of  an  institute  as  against  a  college, 
although  a  strong  feeling  existed  for  a  college.  Rival  locations  competed  for 
the  school.     While  the  delegation  was  visiting  Hiram,  and  attention  was  being- 


EDUCATIONAL   HISTORY   OF   OHIO  347 

called  to  tlie  springs,  the  healtlifulness  and  other  attractions,  the  township  physi- 
cian, lean  and  lank,  rode  by.  It  happened  that  his  horse  was  leaner  and  lanker. 
Someone  said,  "A  township  that  can't  afford  sickness  enough  to  keep  a  doctor 
better  than  that  is  just  the  place  for  the  school."  Tradition  does  not  say  that  this 
decided  the  issue,  but  the  fact  is  that  on  the  thirteenth  ballot  Hiram  won  the 
decision,  and  the  institution  was  located.  At  the  last  meeting  of  the  delegates, 
December  20,  1849,  the  name  of  "Western  Reserve  Eclectic  Institute"  was 
chosen,  and  the  articles  of  incorporation  drawn.  The  charter  was  approved  by 
the  legislature  March  i,  1850.  The  first  meeting  of  the  board  under  the  charter 
was  held  May  7,  1850.  The  first  building  was  erected  during  1850,  and  the  first 
session  of  the  school  began  November  27,  1850.  From  the  charter  we  learn  the 
object  to  be  "instruction  of  youth  of  both  sexes  in  the  various  branches  of  liter- 
ature and  science,  especially  of  moral  science  as  based  on  the  facts  and  precepts 
of  the  Holy  Scriptures."  The  late  Dr.  P>.  A.  Hinsdale  has  stated  the  objects 
of  the  college  more  specifically  as  — 

1 .  To  provide  a  soimd  scientific  and  literary  education. 

2.  To  temper  and  sweeten  such  education  with  moral  and  Scri])tural  knowl- 
edge. 

3.  To  educate  young  men  for  the  ministry. 

One  peculiar  belief  of  the  Disciples  was  that  the  llible  had  been  obscured 
through  theological  speculations  and  debates,  and  their  movement  was  a  revolt 
from  the  formation  of  the  creeds  to  a  simpler  life  based  on  the  Scriptures.  This 
added  to  their  desire  to  em]:)hasizc  its  importance  in  education. 

The  institute  opened  with  eighty-four  students,  and  grew  in  favor  until  in 
a  short  time  there  were  as  many  as  three  hundred  in  attendance  in  a  single  term. 
On  February  20,  1867,  the  name  was  changed  to  Hiram  College,  and  the  work 
of  the  college  dates  from  .\ugust  31,  1867.  In  1872  the  charter  was  amended 
so  as  to  increase  the  number  of  trustees  to  twenty-four.  By  provision  of  the 
charter  the  trustees  are  elected  by  stockholders  for  a  term  of  three  years.  In 
this  respect  Hiram  is  not  exactly  paralleled  by  any  other  Ohio  college.  The 
system  has  worked  well.  The  college  maintains  a  collegiate  department,  a  pre- 
paratory department  and  a  conservatory  of  music.  In  recent  years  substantial 
development  has  been  made  in  buildings,  equipment  and  funds.  The  college 
is  on  a  firm  footing.  A  most  satisfactory  history  is  found  in  the  semi-centennial 
volume  —  Hiram  College  —  prepared  by  F.  M.  Green,  of  Kent,  and  published 
in  1901. 

URBANA   UNIVERSITY,   URBANA,   CHAMPAIGN    COUNTY,    FOUNDED    1850 

This  institution  was  founded  by  the  members  and  friends  of  the  New 
Church,  commonly  known  as  the  Swedenborgian.  The  charter  bears  the  date 
of  March  7,  1850.  It  was  "designated  to  encourage  and  promote  the  diffusion 
of  knowledge  in  the  branches  of  academic,  scientific  and  exegetic  instruction, 
and  to  combine  therewith  instruction  in  the  productive  arts  and  the  practice 
of  rural  economy :  which  shall  be  under  the  management  and  direction  of 
persons  known  and  recognized  as  belonging  to  the   New  Church   and  attached 


348  EDUCATIONAL  HISTORY   OF  OHIO 

to  the  principles  thereof."  The  purpose  is  further  declared  to  be  that  the 
university  "shall  be  forever  under  the  management  and  direction  of  the  New 
Church,  with  the  purpose  that  it  may  not  only  cultivate  the  liberal  arts  and 
sciences,  but  that  it  may  also  perform  a  use  to  the  Xew  Church  in  cultivating 
and  developing  the  philosophy  and  theology  of  the  Xew  Jerusalem."  This  object, 
it  is  affirmed,  has  been  kept  steadily  in  view  during  the  existence  of  the  university. 
Students  are  thoroughly  instructed  in  the  doctrines  of  the  New  Church.  The 
university  maintains  a  collegiate  department,  a  ]jre])aratory  department  and  a 
primary  and  grammar  department. 

The  university  has  some  scholarship  funds  for  needy  students  and  some  val- 
uable property.  The  constituency  is  not  large  in  Ohio,  and  the  attendance  has 
been  correspondingly  small.     Eight  persons  are  engaged  in  the  faculty. 

HEIDELBERG    UNIVERSITY,    TIFFIN,    SENECA    COUNTY,    FOUNDED    1850 

Heidelberg  University  owes  its  name  and  origin  to  the  Ohio  Synod  of  the 
Reformed  Church  in  the  United  States.  Its  government  is  by  a  board  of  twenty- 
four  regents  elected  in  four  classes  for  the  term  of  four  years  by  the  Ohio  Synod. 
The  school  was  opened  in  rented  rooms  November,  1850.  and  the  charter  granted 
to  Heidelberg  College  February  13.  1851.  The  first  building  was  begun  in  1850 
and  completed  in  1853.  In  March,  1890,  the  articles  of  incorporation  were 
amended,  changing  the  name  to  Heidelberg  University,  and  the  title  of  the 
trustees  to  that  of  "Board  of  Regents."  The  amended  articles  were  filed  with 
the  secretary  of  state  March  28,  1890. 

Many  Ohio  colleges  have  grown  out  of  local  needs.  Heidelberg  grew  out 
of  a  conviction  that  the  denomination  should  have  an  educational  center  where 
the  churches  might  send  their  young  i)eople.  and  where  under  church  direction  the 
needed  education  could  be  furnished.  In  developing  the  plan  a  theological  sem- 
inary was  also  established  as  early  as  1850.  The  charter  was  granted  in  183^. 
and  the  seminary  was  moved  from  place  to  place  until  in  1850  it  was  permanently 
located  at  Tiffin.  The  interests  of  the  college  and  the  seminary  are  one :  the 
constituency  is  largely  the  same.  It  is  but  natural  that  the  relations  should  be 
close,  cordial  and  mutually  helpful. 

The  present  organization  of  the  university  provides  for  the  college  of  liberal 
arts,  the  academy,  the  conservatory  of  music,  the  art  department,  the  commercial 
department,  the  department  of  pedagogy  and  the  department  of  oratory  and  art 
of  expression. 

The  university  at  the  beginning  had  a  comprehensive  plan,  looking  toward 
classical,  scientific,  teachers'  and  farmers'  courses,  but  gradually  changed  to  meet 
the  conditions  as  they  arose.  The  idea  of  manual  training  and  education  for 
farmers  did  not  long  continue  in  any  of  the  colleges  where  they  were  undertaken, 
chiefly  because  they  were  expensive  and  not  in  popular  demand.  The  university 
has  rendered  valuable  service  to  the  church,  and  stands  as  the  exponent  of  the 
best  ideals  in  the  Reformed  Church  in  Ohio. 


EDUCATIONAL  HISTORY  OF  OHIO  349 


CAPITAL  UNIVERSITY,  COLUMBUS,  FRANKLIN  COUNTY,  FOUNDED   1850 

This  university  is  the  Hneal  desceiulant  of  the  Gerniaii  EvaiigeUcal  Lutheran 
Seminary,  founded  in  1830  by  the  Evangelical  Lutheran  Synod  of  Ohio,  and 
incorporated  January  30,  1834.  Prior  to  this  time  but  two  other  seminaries  had 
been  organized,  the  Hartwick  Seminary,  in  Otsego  County,  New  York,  and  the 
Gettysburg  Seminary,  in  Pennsylvania.  The  rapid  flow  of  settlement  to  the 
West  led  to  tlie  conviction  that  a  start  should  be  made  toward  the  education 
of  a  ministry  for  the  German  people.  In  1828  Rev.  William  Schmidt,  a  graduate 
of  Halle,  Germany,  liegan  in  his  own  house  in  Canton,  Ohio,  the  instruction  of 
six  students.  In  the  following  year  a  board  of  management  was  elected.  In 
1831,  in  accordance  with  a  resolution  adopted  by  the  synod,  the  seminary  was 
removed  to  Columbus,  where  fourteen  acres  in  the  south  end  of  the  city  had  been 
secured.  In  January,  1833,  the  building  was  so  far  completed  as  to  be  occupied. 
Here  the  seminary  lived  until  in  1850,  when  a  new  location  on  the  north  side  of 
the  city,  near  (joodale  Park,  was  secured  for  Cajjital  University.  Capital  Uni- 
versity was  incorporated  March  2,  1850.  This  act  also  jirovided  that  the  Sem- 
inary should  become  a  part  of  the  university,  with  the  provisions  that  the  funds 
should  not  be  diverted  from  theological  education,  and  that  the  act  of  1834 
incorporating  the  seminary  was  not  by  this  act  repealed.  Capital  L'niversity  thus 
began  in  1850  as  a  literary  and  theological  institution,  and  was  under  the  patro- 
nage of  the  same  church  as  the  seminary  had  been. 

(Jn  March  30,  1857.  an  act  was  passed  by  the  legislature  which  changed  the 
quorum  of  the  board  from  twelve  to  seven  members  aiul  repealed  section  4.  This 
section  related  to  the  constitution  of  the  board  of  trustees,  and  the  act  of  1857 
provided  — "that  the  trustees  of  said  seminary,  mentioned  in  the  preamble  of  the 
said  act,  together  with  three  citizens  of  Columbus,  to  be  statedly  chosen  bv  said 
trustees,  shall  from  and  after  the  passage  of  this  act  constitute  the  board  of 
trustees  of  said  Capital  University ;  provided  that  until  the  further  action  of  the 
trustees  of  said  seminary  the  said  three  citizens  of  Columbus  in  said  board  shall 
be  Lincoln  Goodale,  Robert  Xeil  and  William  Dennison,  Jr.  This  gave  the 
university  a  board  of  fifteen  trustees,  three  of  whom  were  to  be  residents  of 
Columbus.  These  are  now  chosen  from  among  the  Lutherans  of  the  city,  so 
that  the  control  is  completely  in  the  hands  of  the  synod  tlirough  its  chosen  rep- 
resentatives. 

In  1853  the  new  building  near  Goodale  Park  was  dedicated.  Here  the  uni- 
versity continued  until  in  1876,  when  it  was  removed  to  the  present  location, 
about  three  miles  east  of  the  state  capitol,  just  south  of  Main  Street.  The 
university  now  maintains  preparatory,  classical,  scientific  and  theological  courses. 
In  the  announcement  we  read  — "While  the  chief  purpose  has  been  and  still  is 
to  serve  as  a  feeder  to  the  theological  seminary,  the  institution  seeks  also  to 
prepare  men  for  other  professions  by  offering  them  a  truly  liberal  education  on 
the  basis  of  the  principles  of  God's  Word.  Instruction  in  this  Word  accordingly 
constitutes  a  regular  part  of  the  curriculum,  but  it  is  not  obligatory  for  those 
whose  parents  or  guardians  desire  to  have  them  excused.  For  practical  reasons 
special  attention   is  ])aid  to  German,  the  majority  of  the  congregations  of  the 


350  EDUCATIONAL  HISTORY  OF  OHIO 


synod  for  whom  the  institution  aims  to  prepare  pastors  l)eing  entirely  or  partly 
German." 


WILBERFORCE   UNIVERSITY,   WILBERFORCE,   GREENE    COUNTY, 

FOUNDED  1856 

The  earliest  effort  toward  higher  education  for  the  negro  in  Ohio  was  at 
Union  Seminary,  twelve  miles  west  of  Columbus,  in  {•"ranklin  Countv.  This 
movement  began  with  the  appointment  of  a  committee  Sei)tember  21,  1844.  by 
the  Ohio  Conference  of  the  African  Alethodist  Episcopal  Church.  One  hundred 
and  seventy-two  acres  of  land  were  purchased  and  the  seminarx-  ojxMied.  On 
September  28,  1853,  the  Cincinnati  Conference  of  the  \I.  E.  Church  appointed 
a  committee  on  the  education  of  the  negro,  and  this  committee  reported  in  favor 
of  the  "establishment  of  a  literary  institution  of  high  order  for  the  education  of 
the  colored  people  generally."  In  May,  1856,  "Tawawa  Si)rings,"  a  summer 
resort  which  had  been  improved  at  a  cost  of  $40,000  was  bought,  and  a  location 
was  fixed  for  Wilberforce  L'niversity.  By  an  agreement  the  M.  E.  and  A.  \1.  E. 
Conferences  of  Ohio  entered  into  a  co-operative  management  of  the  institution. 
It  was  incorporated  August  30,  1856,  and  a  board  of  trustees  selected.  In  Octo- 
ber, 1856,  the  school  was  o])ened.  It  continued  with  commendable  progress 
under  this  management  until  March  10,  1863,  when  ISisho]!  D.  A.  Payne  pur- 
chased the  property  for  $10,000  and  associated  with  him  Rev.  James  A.  Shorter 
and  Professor  John  G.  Mitchell,  ISishop  Payne  becoming  president.  It  was 
specifically  stated  in  the  transfer  that  these  men  were  acting  for  the  A.  M.  E. 
Church.  The  property  of  Union  Seminary  in  I-"ranklin  County  was  sold  and 
efTorts  concentrated  at  Wilberforce.  The  university  was  then  incorporated  and 
a  charter  secured.  This  provided  that  two-thirds  of  the  Hoard  should  always 
be  members  of  the  A.  M.  E.  Church.  The  charter  was  granted  in  the  name  of 
the  A.  M.  E.  Church.  July  3,  1863,  the  school  was  reopened  under  the  new 
management.  In  1865,  through  the  work  of  incendiaries,  the  building  was  utterly 
destroyed  by  fire.  This  was  a  calamity  that  brought  distress  to  the  friends  and 
rejoicing  to  the  enemies.  The  date  will  not  soon  be  forgotten,  as  it  was  the  day 
of  the  assassination  of  President  Lincoln.  Efforts  were  renewed  and  the  school 
sustained.  In  1870  Congress  appropriated  $25,000:  Chief  Justice  Salmon  P. 
Chase  bequeathed  $10,000:  the  Charles  Avery  estate  added  $10,000:  The  Amer- 
ican Unitarian  Association  gave  $6,000,  for  lectures.  The  school  steadil\-  grew 
in  numbers  and  property. 

In  1866  the  theological  department  was  opened,  and  on  June  18,  1891,  the 
reorganization  took  place  which  resulted  in  the  Payne  Theological  Seminary  of 
Wilberforce.  The  scientific  department  was  opened  in  1867  and  the  normal 
in   1872. 

In  1887  the  legislature  of  Ohio  established  a  combined  normal  and  industrial 
department  and  made  appropriations  for  its  su])i)ort.  This  department  is  gov- 
erned by  a  board  of  nine  trustees,  five  of  whom  are  ai)pointed  by  the  governor 
and  four  by  the  university  board.  In  1896  the  legislature  made  the  provision 
more  permanent  by  placing  the  university  on  the  state  levy.     So:iie  new  buildings 


'     >'     OF  THE 

UNIVERSITY 

of 


EDUCATIONAL  HISTORY  OF  OHIO 


have  been  erected  and  additional  land  bought  for  the  purpose  of  providing  in- 
struction in  scientific  agriculture.  The  buildings  and  proix-rty  are  valued  at 
$200,000.  There  is  an  endowment  of  $28,000.  In  1900  there  had  been  6,756 
negroes  in  attendance.  Three  hundred  and  fifty-eight  had  graduated  from  the 
literarv  course  and  259  from  the  industrial  department. 

SCIO   CO1.LEGE,   SCIO,   HARRISON   COUNTY,  FOUNDED    1857 

This  college  began  as  Rural  Seminary  in  1857  at  Harlem  Springs,  but  was 
soon  removed  to  \ew  Market,  now  Scio,  and  incorporated  as  New  Market 
College.  After  continuing  on  the  old  lines  the  school  in  1875  changed  its  methods 
and  name  to  correspond,  and  was  known  as  "The  One  Study  University."  This 
novel  plan  attracted  attention  and  had  some  advantages  not  as  readily  recognized 
in  the  days  before  electives  as  would  be  at  the  present  day.  On  the  whole,  how- 
ever, the  plan  did  not  satisfy.  The  college  spirit,  as  well  as  college  traditions, 
could  not  thrive,  and  many  disappointments  were  met.  In  1877  the  college  was 
reorganized  as  Scio  College  and  returned  to  former  methods.  At  this  reorgan- 
ization the  college  passed  under  the  control  of  the  Methodist  Episcopal  Church. 
The  organization  includes  the  collegiate  department,  the  department  of  pharmacy, 
the  department  of  music,  the  commercial  department,  the  department  of  oratory, 
the  art  department,  and  the  normal  department.  The  aim  of  the  college,  as  set 
forth  in  its  ]niblished  statements  and  illustrated  in  its  work,  is  "to  give  such  a 
thorough  Christian  training  as  will  amjily  fit  students  to  discharge  creditably 
their  duties  in  life,  whether  they  intend  to  enter  business  or  follow  a  i)rofession. 
^lore  than  two  hundred  of  the  alunmi  have  entered  the  ministry.  chieHy  in  the 
Methodist  Church. 

THE    UNIVERSITY    OF    WOOSTER,    WOOSTER,    WAYNE    COUNTY, 

FOUNDED  1866 

The  Presbyterian  Church  was  the  last  among  the  larger  clenominations  in 
Ohio  to  organize  for  higher  Christian  education.  This  was  not  in  keeping  with 
the  historic  position  of  the  I'resbvterian  Church  with  respect  to  education.  The 
reasons  for  the  delay  in  ( )hio  are  not  easily  discovered.  It  must  be  recognized 
that  the  division  into  (J)ld  and  Xew  School  parties  in  1837  did  not  help  the  cause. 
This  division  remained  until  1870.  Prior  to  this  time  the  need  of  a  denomina- 
tional college  was  felt  throughout  the  church.  The  war  and  the  discussion  look- 
ing to  reunion  were  up]5ermost  in  the  thought  of  the  church.  During  these 
earlier  years  Presbyterians  had  affiliated  and  supjjorted  Western  Reserve  College 
in  the  Xorth,  Marietta  and  Miami  in  the  South,  and  in  other  instances  had  local 
attachments.  To  this  day  the.se  attachments  are  not  entirely  broken.  However, 
the  discussion  continued,  and  immediately  after  the  close  of  the  war  men  became 
active  in  the  cause.  It  is  a  happy  coincidence  that  the  year  of  the  union  of  Old 
and  Xew  Schools  should  be  the  o])ening  year  of  the  university  that  was  in  the 
future  to  be  the  strongest  bond  among  all  the  churches. 

In  1866  the  synods  of  Ohio.  Cincinnati  and  Sandusky  united  in  an  action 
founding  the  L'niversitv  of  Wooster.     The  charter  was  dated  December  18.  1866. 


352  EDUCATIONAL  HISTORY   OF  OHIO 

When  the  reunion  came,  in  1870,  the  then  existing  sj'nods  of  l)oth  the  Old  and 
New  Schools  were  consolidated  into  the  four  synods  of  Cincinnati,  Columbus, 
Cleveland  and  Toledo.  These  became  the  legal  successors  to  their  predecessors 
and  the  formal  relation  to  Wooster  was  established.  However,  the  former  at- 
tachments, so  far  as  individuals  were  concerned,  were  continued.  The  reunion 
had  the  efTect  of  uniting  the  Presbyterians  of  the  state,  but  the  four  synods  left 
Wooster  more  to  the  care  of  the  synod  of  Columbus,  in  whose  bounds  the  uni- 
versity was  located.  In  1882  the  four  synods  were  consolidated  into  the  Synod 
of  Ohio,  and  at  the  first  meeting,  held  that  year  in  Columbus,  the  report  of  the 
trustees  was  received  and  the  university  unanimously  endorsed.  After  the 
university  had  been  chartered,  work  was  begun  to  raise  the  funds  necessary  for 
the  beginning.  The  corner-stone  of  the  first  building  was  laid  in  1868,  and  by 
1869  sufficient  endowment  had  been  secured  to  warrant  the  opening  of  the  school. 
In  September,  1870.  the  doors  were  opened  and  six  persons  graduated  in  the 
first  class  in  1871. 

The  organization  at  the  outset  was  by  a  board  of  self-perpetuating  trustees, 
but  in  1901  a  new  charter  was  adopted  which  provides  that  the  election  of 
trustees  shall  be  by  the  Synod  of  Ohio.  The  alumni  are  given  the  privilege  each 
year  of  nominating  two  of  their  number  to  the  synod.  The  board  consists  of 
thirty  trustees  in  three  classes  elected  for  the  term  of  three  years.  The  president 
of  the  university  is  cx-ofRcio  a  member  of  the  board.  The  title  to  the  property 
now  vests  in  the  synod,  thus  making  the  ownership  and  control  completely  in  the 
ecclesiastical  body  having  jurisdiction  over  the  enire  state. 

The  object  of  the  university,  as  set  forth  in  the  charter,  is :  "the  promotion 
of  sound  learning  and  education  under  religious  influences."  At  the  first  meeting 
of  the  board  of  trustees  the  following  resolutions  showing  their  .spirit  were 
adopted : — 

Resolved.  That  we  enter  upon  the  work  of  estahlishing  the  University  of  Wooster 
with  the  single  purpose  of  glorifying  God  and  promoting  sanctified  education,  and  thus 
furthering  the  interests  of  the  church  and  its  extension  over  the   whole  earth. 

Resolved.  That  we  will  in  every  way  possible  strive  to  imbue  all  our  operations  with 
the  spirit  of  Christianity  and  bring  religious  influence  and  in^truc^ion  to  bear  earnestly 
upon  all  who  may  be  connected  with  the  institution. 

In  October,  1870,  a  medical  department  was  opened  in  Cleveland  and  con- 
tinued until  1896.  The  preparatory  department  was  opened  in  1872.  The  grad- 
uate school  was  organized  in  September,  1881,  but  arrangements  are  now  made 
to  close  it  when  present  matriculates  have  completed  their  work.  The  nuisical 
department  was  organized  in  1882  and  the  school  of  art  in   1895. 

The  great  trial  came  December  11.  1901,  when  the  original  main  building 
was  burned.  This  was  regarded  a  great  calamity,  but  proved  to  be  an  unmeas- 
ured blessing,  as  it  made  friends  and  aflfection  not  known  before.  In  twelve 
months  to  a  day  the  university  had  raised  over  four  hundred  thousand  dollars 
and  completed  five  buildings,  making  one  of  the  most  modern  and  complete 
college  plants,  with  the  chapel  and  library  that  remained  from  the  fire,  to  be 
found  in  the  Central  West.  The  university  is  now  well  organized  in  buildings, 
faculty  and  equipment  to  do  the  work  assigned  to  it.     But  one  thing  remains 


EDUCATIONAL  HISTORY  OF  OHIO  353 

—  to  furnish  added  endowment  and  grow  up  with  the  demands  of  the  future  as 
the)'  come. 

OHIO  NORTHERN  UNIVERSITY,  ADA,  HARDIN   COUNTY,  FOUNDED   1871 

The  founder  of  this  institution  was  its  first  president,  H.  S.  Lehr.  In  1866 
he  came  to  Ada  to  teach  in  the  village  schools,  and  made  a  provision  by  which 
he  might  have  the  use  of  the  school  buildings  during  the  vacation  period.  If  his 
venture  in  securing  a  constituency  proved  successful  the  vicinity  was  to  aid  in 
the  erection  of  buildings  suitable  for  normal  school  purposes.  After  four  years 
he  had  120  non-resident  students.  A  movement  was  begun  for  a  new  building, 
which  was  formally  opened  August  11,  1871,  with  an  enrollment  of  147  pupils. 
In  1875  the  Northwestern  Normal  School,  then  located  at  Fostoria,  was  con- 
solidated with  the  school  at  Ada  under  the  name  of  the  latter  —  the  Northwestern 
Ohio  Normal  School.  The  institution,  being  owned  by  the  faculty,  continued  as 
a  proprietary  school  until  1885.  On  May  21st  of  that  year  it  was  incorporated 
under  the  laws  of  Ohio  as  an  institution  not  for  profit  as  the  "Ohio  Normal 
University."  In  1898,  at  Sidney,  Ohio,  the  board  of  trustees  sold  the  real  estate 
and  personal  property  belonging  to  the  university  to  the  Central  Ohio  Conference, 
from  which  time  it  is  to  be  classed  among  the  denominational  colleges.  President 
H.  S.  Lehr  retired  from  the  active  management  at  the  close  of  the  year  1901-02, 
after  forty  years  of  service  as  a  teacher  and  leader  in  education. 

The  institution  has  grown  u])  around  the  idea  of  President  Lelir  that  a 
person  should  have  an  opportunity  to  begin  improvement  whenever  he  is  ready. 
He  sought  to  make  the  school  an  open  opportunity  to  all  classes  at  all  times.  He 
did  not  favor  the  rigidity  of  the  public  schools  and  colleges  for  all  schools.  He 
believed  that  some  place  every  student  should  find  a  chance  to  go  to  work.  The 
result  was  that  many  hundreds  found  the  ( )hio  Normal  University  an  open  door 
when  other  schools  were  closed  to  them.  The  enrollment  has  gone  beyond  three 
thousand  difl^erent  students  in  a  single  year.  The  faculty  has  always  worked 
in  harmony  with  the  prevailing  ideas  of  the  president  and  students  have  been 
enthusiastic  in  support.  The  school  has  always  lived  without  endowment.  Nu- 
merous departments  are  organized,  the  most  important,  however,  being  the  nor- 
mal. In  addition  to  these  may  be  mentioned  the  literary,  the  commercial,  phar- 
macy, engineering  and  law.  In  July,  1903,  the  name  was  changed  to  Ohio 
Northern  University. 

BUCHTEL    COLLEGE,   AKRON,    SUMMIT    COUNTY,    FOUNDED    1870 

The  Ohio  State  Convention  of  Universalists  in  1867  adopted  a  report  looking 
to  the  founding  of  a  seminary.  In  1868  a  report  was  unanimously  adopted  to 
establish  an  academy.  In  1869  the  action  was  reconsidered  and  a  movement  to 
organize  a  college  authorized.  The  board  of  the  convention  and  the  committee 
on  education  in  joint  session  in  Columbus,  February  16,  1870,  fixed  the  location 
at  Akron,  provided  the  sum  of  $60,000  was  legally  secured  to  the  convention. 
May  31,    1870.  the  report  was  made  that  the  money  had  been  secured.     .After 


354  EDUCATIONAL  HISTORY   OF   OHIO 


the  necessary  preliminary  steps  had  lieen  taken,  Ikichtel  College,  named  in  honor 
of  Hon.  John  R.  Uuchtel,  whose  generons  gifts  had  made  the  college  possible, 
was  incorporated.  The  organization  provided  that  the  original  incorporators 
should  elect  a  board  of  eighteen  trustees,  five  of  whom  should  always  be  residents 
of  Summit  County,  and  that  after  the  first  election  of  trustees  the  Ohio  State  Con- 
vention of  Cniversalists  should  annually  nominate  at  least  fifteen  persons,  from 
whom  the  acting  trustees  should  fill  vacancies.  The  board  at  ])resent  consists  of 
eighteen  members  in  tliree  classes,  elected  for  the  term  of  three  years. 

Upon  completing  the  organization  steps  were  taken  for  the  erection  of  a 
suitable  building,  and  the  cornerstone  was  laid  July  4,  187 1,  the  principal  address 
being  delivered  by  Horace  Greeley.  On  September  22,  1872,  Rev.  S.  H.  Mc- 
Callister  was  inaugurated  the  first  i;)resident  and  the  college  opened  with  an 
enrollment  in  all  departments  for  the  year  (jf  217.  hVoni  the  beginning  Buchtel 
has  been  a  co-educational  institution,  and  ex])erience  has  produced  no  substantial 
argument  for  abandoning  the  practice.  The  college  maintains  collegiate  and 
academic  departments  with  a  school  of  music  and  a  school  of  art. 

Hon.  John  R.  ISuchtel  repeatedly  expressed  his  faith  in  the  college  by  large 
gifts  of  money  and  real  estate.  Other  friends  have  followed  in  his  course  gen- 
erously. The  college  announces  six  endowed  professorships,  fifty-two  perpetual 
scholarshi])s  and  other  memorial  funds.  In  1889  the  college  sufifered  severe  loss 
by  fire,  but  new  and  more  modern  buildings  soon  replaced  the  old  ones.  The 
college  now  has  six  buildings  and  is  well  equipped  for  collegiate  instruction. 

WILMINGTON    COLLEGE,    WILMINGTON,    CLINTON    COUNTY, 

FOUNDED  1870 

Wilmington  College  was  the  outgrowth  of  a  movement  to  establish  a  college 
at  Tuppers  Plains,  Meigs  County,  to  be  known  as  Franklin  College,  which  was 
afterward  removed  to  Wilmington.  The  meeting  to  establish  I'^ranklin  College 
in  Meigs  County  was  in  January,  1863,  where  a  constitution  was  drafted.  In 
1863  Franklin  College  was  incorporated  under  the  auspices  of  gentlemen  repre- 
senting the  Christian  denomination.  In  1865  a  proi)osal  to  remove  the  college 
to  Wilmington  was  received  from  certain  citizens  of  that  place  in  which  a  suit- 
able building  was  promised.  The  offer  was  accepted.  In  February.  1896,  the 
present  site  of  Wilmington  College  was  purchased  for  the  sum  of  $3,881.25.  By 
the  following  December  the  building  was  so  near  completion  that  ])lans  were 
made  for  opening  the  school.  The  Garvin  brothers  took  charge,  looking  to 
receipts  from  tuition  alone  for  compensation.  The  school  continued  with  reason- 
able success  until  1868,  when  the  managers,  unable  to  complete  the  building,  were 
obliged  to  let  it  go  to  sale  to  meet  the  indebtedness. 

At  this  point  some  friends  of  the  Center  Quarterly  Meeting  having  been 
interested  in  the  movement,  proposed  to  purchase  the  property  and  establish  a 
college  under  the  management  of  the  three  quarterlv  meetings,  constituting  the 
Wilmington  Yearly  Meeting.  This  resulted  in  the  purcliase  of  the  property,  the 
repair  of  the  buildings  and  the  appointment  of  three  trustees  by  each  of  the 
three  quarterlv   meetings,   viz. :      Fairfield,   Center  and   Miami,  and   a  board  of 


EDUCATIONAL  HISTORY  OF  OHIO  355 

managers  of  six  from  each  of  the  above  quarterly  meetings.  The  board  of  man- 
agers were  to  have  charge  under  the  direction  of  the  quarterly  meetings,  and 
have  ]jo\ver  to  employ  teachers  and  have  general  oversight  of  the  school.  At 
the  same  time  the  name  was  changed  to  Wilmington  College.  Under  this  man- 
agement the  building  was  completed  and  the  school  opened  April  nth,  1871, 
under  the  leadership  of  Lewis  A.  Estes.  The  first  year  148  students  were  enrolled. 
The  college  was  incorporated  in  1875. 

At  present  the  college  is  under  the  government  of  the  l)oar(l  of  managers 
and  the  board  of  trustees  as  a  joint  board  of  control.  Although  Wilmington 
Yearly  Meeting  has  no  legal  relation,  nevertheless  the  reports  of  the  college  are 
read  and  the  interests  considered  at  the  animal  meeting,  which  gives  its  cordial 
supjjort  to  the  enterprise.  The  college  is  free  from  debt  and  has  accumulated  some 
endowment. 

RIO  GRANDE  COLLEGE,  RIO  GRANDE,  GALLIA  COUNTY,  FOUNDED   187& 

This  institution  owes  its  existence  to  the  benevolence  of  Mr.  Nehemiah  At- 
wood  and  his  wife,  Parmelia  .Atwood.  These  people  married  in  1819,  spent  their 
entire  lives  in  the  vicinity  of  the  college  which  they  established.  After  becoming 
identified  with  the  Free  Will  Baptist  Church  and  interested  in  the  church  enter- 
prises the  thought  of  giving  their  fortune  to  found  a  college  for  the  church  became 
increasingly  attractive.  Being  without  children,  both  felt  that  an  opportunity 
was  before  them  to  perpetuate  the  usefulness  of  what  they  had  accumulated.  Mr. 
Atwood's  death  occurred  in  December,  1869,  before  the  plans  were  matured, 
Mrs.  Atwood,  however,  did  not  desert  the  plan,  but  developed  it.  A  campus 
was  selected  and  the  first  building  was  erected  at  a  cost  of  about  $17,000.00. 

On  \ovember  i,  1875,  a  meeting  was  held  at  Gallipolis  for  the  purpose  of 
legal  organization.  In  the  articles  adopted  they  declare  their  belief  "that  a  sound 
education,  based  upon  Christian  principles  and  ethics,  is  necessary  to  the  devel- 
opment and  support  of  our  religious  institutions  and  the  present  and  future  wel- 
fare of  our  race,"  and  resolve  "to  establish  an  institution  of  learning  at  Rio 
Grande,  in  (Jallia  County,  and  State  of  Ohio,  and  having  received  pledges  from 
Mrs.  Parmelia  Wood  to  the  amount  of  over  $50,000  and  the  positive  payment  of 
over  $20,000  from  the  same  party,  do  hereby  adopt  the  following  articles  of 
association."'  Another  article  declared  the  college  was  founded  "to  promote  Chris- 
tian education"  and  to  give  under  Christian  influence  a  scientific,  literary  and" 
classical  education.  The  charter  requires  that  two-thirds  of  the  members  of  the 
board  of  trustees  shall  be  members  of  the  Free  Will  Baptist  Church  and  forbids 
any  change  in  the  constitution  that  would  alter  its  denominational  control.  The 
college  has  full  denominational  recognition  and  standing,  having  been  endorsed 
by  the  Ohio  River  Yearly  Meeting  and  by  the  Free  Communion  Baptist  Asso- 
ciation of  Ohio.  After  the  adoption  of  the  articles  referred  to  above  the  college 
was  incorporated. 

Finding  that  a  dormitory  w-as  needed,  Mrs.  Wood  (the  widow  had  married 
Mr.  Harrison  Wood)  provided  a  dormitory  at  an  expense  of  $13,000,  and  during 
her  life  pledged  herself  to  pay  the  salaries  of  instructors  as  thev  were  needed. 


356  EDUCATIONAL  HISTORY   OF   OHIO 

In  her  will,  dated  August  15,  1876,  she  gave  her  entire  estate  to  the  college  as 
an  endowment  fund.  Her  death  occurred  March  9,  1885,  when  the  institution 
came  into  possession  of  the  estate. 

The  college  was  opened  September  13,  1876.  The  attendance  has  never  been 
large,  averaging  something  more  than  one  hundred.  The  constituency  in  the 
denomination  not  being  large,  it  is  not  to  be  expected  that  attendance  will  greatly 
increase.  Here,  as  elsewhere,  however,  the  college  has  had  a  large  and  beneficent 
influence  upon  the  vicinity.  Students  who  have  served  in  important  places  have 
been  discovered  through  the  work  of  the  college,  that  otherwise  might  have  lived 
without  the  help  or  stimulus  of  education. 

ASHLAND   UNIVERSITY,  ASHLAND   COUNTY,   FOUNDED   1878 

The  legal  title  of  this  institution  is  Ashland  University,  although  for  some 
years  the  catalogue  has  been  issued  as  of  Ashland  College,  doubtless  for  the  pur- 
pose of  more  accurately  setting  forth  the  work  in  which  the  institution  is  engaged. 
The  college  was  founded  by  a  denomination  known  as  the  German  Baptist  or 
Dunkard  Church.  There  was  not  general  agreement  in  the  church  as  to  the  need 
of  higher  education  and  in  1881  there  was  a  division  in  the  denomination  as  the 
outgrowth  of  a  dispute  in  the  annual  conference  of  1881.  Ashland  College  had 
been  chartered  in  February,  1878.  After  the  division  one  branch  of  the  church 
came  to  the  relief  of  the  school  and  chartered  Ashland  University  in  July,  1888. 
The  government  is  by  a  board  of  twelve  trustees,  provision  being  made  that  Ash- 
land County  shall  have  three  members  and  any  supporting  conference  in  a  state 
entitles  the  state  to  a  representation  on  the  board  much  after  the  plan  of  Witten- 
berg College. 

Collegiate,  preparatory,  normal,  commercial  and  musical  departments  are 
provided.  The  college  was  hindered  in  the  beginning  by  adverse  sentiment,  but 
is  now  overcoming  that  and  gives  prospect  of  leading  the  church  into  increased 
activity.  The  attendance  has  reached  about  two  hundred  students.  The  faculty 
in  all  departments  numbers  fourteen. 

FINDLAY    COLLEGE,    FINDLAY,    HANCOCK    COUNTY,    FOUNDED    1882 

Findlay  College  was  organized  by  the  Church  of  God  and  incorporated  Jan- 
uarv  28,  1882.  Its  aim  was  to  furnish  education  that  should  not  be  sectarian,  but 
under  the  influences  of  the  church  to  all  irrespective  of  sex,  race  or  color.  In 
the  earlier  years  the  financial  struggle  was  trying,  but  since  1897  the  college  has 
lived  within  its  income  and  added  to  its  endowment  until  it  has  reached  $100,000, 
while  the  debt  is  merely  nominal.  The  college  has  a  faculty  of  sixteen  members 
and  maintains  collegiate,  preparatory,  normal,  musical,  commercial,  oratorical, 
art  and  theological  departments.  The  ownership  and  control  is  in  the  church  and 
exercised  through  a  board  of  fifteen  trustees.  The  location  of  the  college  is  for- 
tunate and  it  gives  promise  of  large  usefulness. 


EDUCATIONAL  HISTORY  OF  OHIO  357 


DEFIANCE  COLLEGE,  DEFIANCE  COUNTY,  FOUNDED   1884 

The  legislature  of  Ohio  chartered  Defiance  Female  Seminary  March  23, 
1850.  Articles  of  incorporation  of  Defiance  College  are  filed  in  the  office  of  the 
secretary-  of  state  under  date  of  July  10,  1903.  The  catalogue  of  the  College  for 
1901-02  is  called  the  "Fourteenth  Annual  Announcement  and  Catalogue  of  De- 
fiance College."  It  further  states  that  it  was  chartered  hy  the  legislature  of  Ohio, 
March  2^,  1850;  that  the  buildings  were  erected  in  1884;  that  reorganization  took 
place  in  1896.  There  is  a  board  of  five  trustees.  Fourteen  persons  constitute 
the  faculty.  The  catalogue  announces  that  the  charter  provides  against  anything 
of  a  sectarian  character,  but  no  announcement  is  made  concerning  the  relation 
of  the  church  to  the  college.  It  has  been  understood  to  be  under  the  foster  care 
of  the  denomination  known  as  Christians.  The  organization  includes  classical, 
scientific,  philosophical  courses  and  school  of  pedagogy,  commerce,  shorthand, 
music,  oratory,  art,  and  theology. 


ST.  IGNATIUS  COLLEGE,  CLEVELAND,  CUYAHOGA  COUNTY, 

FOUNDED  1886 

St.  Ignatius  College,  like  St.  Xavier's,  is  conducted  by  the  Fathers  of  the 
Society  of  Jesus.  It  was  opened  for  scholars  on  September  6,  1886.  The  incor- 
poration was  December  29,  1890.  The  institution  at  this  time  offers  only  a  clas- 
sical course  and  some  preparatory  studies  looking  to  the  classical  course.  It  is 
the  belief  of  the  management  as  expressed  in  the  catalogue  of  1 901 -1902,  that 
"It  has  been  found  by  long  experience  that  this  is  the  only  course  which  harmo- 
niously and  fully  develops  all  the  faculties  of  the  mind,  exercises  the  memory, 
cultivates  a  habit  of  reflecting,  forms  a  correct  taste  and  teaches  the  student  the 
best  use  of  his  powers."  The  course  as  provided,  comprises  Christian  doctrine, 
the  Latin,  (Sreek  and  English  languages;  rhetoric,  poetry,  elocution  and  English 
literature;  mathematics,  ]5hysics  and  chemistry;  history  and  geography;  book- 
keeping and  penmanship. 


LIMA   COLLEGE,   LIMA,   ALLEN   COUNTY,   FOUNDED    1893 

Lima  College  is  an  institution  for  the  Christian  education  of  young  men  and 
women.  It  was  founded  in  1893,  when  the  cornerstone  of  the  beautiful  college 
building  was  laid,  and  has  since  been  in  successful  operation.  Its  curriculum, 
besides  the  preparatory  course  of  three  years,  offers  a  choice  of  four  regular 
courses  of  study  —  the  classical,  the  scientific,  literary,  and  normal  together  with 
special  courses  in  music,  elocution  and  business.  The  college  is  under  the  control 
of  "The  Lima  Lutheran  Educational  .■\s,sociation,"  formed  and  incorporated  under 
the  laws  of  Ohio  in  1889.  The  membership  of  the  as.sociation  consists  of  pastors 
and  laymen  of  Ohio,  Indiana  and  Western  I'ennsyivania.  The  facult\-  consists 
of  eleven  members. 


358  EDUCATIONAL  HISTORY  OF  OHIO 


CEDARVILLE     COLLEGE,    CEDARVILLE,    GREENE    COUNTY, 

FOUNDED  1894 

The  late  William  Gibson,  of  Cincinnati,  provided  in  his  will  that  the  sum  of 
twenty-five  thousand  dollars  should  be  given  for  the  endowment  of  a  college  at 
Cedarville,  Greene  county,  Ohio.  In  .May,  1885,  during  the  sessions  of  the  Synod 
of  the  Reformed  Presbyterian  Church,  Rev.  David  Steele,  D.  D.,  LL.  D.,  offered 
a  resolution  to  found  a  literary  institution  of  learning  at  Cedarville.  This  resolu- 
tion was  adopted.  In  January,  1887,  the  college  was  chartered  by  the  state  of 
Ohio.  An  efifort  to  raise  funds  was  made,  and  about  ten  thousand  dollars  sub- 
scribed. Little  more  was  done  until  May,  1894,  when  the  General  Synod  elected 
Rev.  David  McKinney,  D.  D.,  of  Cincinnati,  the  first  president.  In  the  follownig 
September  the  college  was  opened  with  its  classes  in  the  building  formerly  used 
by  Rev.  Hugh  Macmillan,  D.  D.,  as  an  academy.  It  began  with  thirty-seven  stu- 
dents. During  1895  a  commodious  building  was  erected  and  dedicated  by  the 
General  Synod  in  May,  1896.  The  students  now  number  over  one  hundred.  The 
graduates  have  already  found  place  in  pursuing  advanced  work  in  universities 
and  in  useful  citizenship.  Cedarville  has  started  out  as  a  denominational  college 
v^'ith  the  avowed  purpose  of  confining  itself  to  the  work  of  a  small  college,  and 
with  the  purpose  of  emphasizing  the  importance  of  Christianity  in  education. 
The  denomination  in  the  country  is  small  but  active,  and  the  constituency  of  the 
college  is  largely  from  the  church  and  the  immediate  vicinity.  This  is  the  only 
college  of  the  denomination  in  .America. 

OHIO   UNIVERSITY,   ATHENS,   OHIO 

isv  ED(;.\R  i-;u\ix.  ftem)  acie.vt 

The  history  of  the  Ohio  L'niversity  is  set  among  matters  and  events  of  great 
moment.  Contemporaneous  with  its  origin,  we  find  the  master  intellects  of  our 
ancestors  bringing  forth  the  great  Ordinance  of  1787  and  our  su])reme  law  of 
the  land  embodied  in  the  Constitution  of  tlie  United  States.  I^'rom  this  ancient 
institution  have  emerged  eminent  executives,  masters  of  feeling  and  sentiment, 
and  intellects  of  priceless  worth,  like  the  fabled  spirit  of  beauty  and  love  to 
emerge  out  of  the  foam  of  the  ever-troubled  ocean. 

The  Ohio  University  is  now  on  the  second  century  of  its  career,,  and  is  the 
oldest  educational  institution  in  the  Northwest  Territory.  Founded  by  the  Ordi- 
nance of  1787,  incorporated  in  the  territorial  act  of  1802,  it  was  brought  into 
definite  existence  by  the  provisions  of  wise  legislation  in  1804.  The  historic 
setting  of  this  institution  beams  with  magnificence  and  is  closely  interwoven 
with  the  fabric  of  our  government ;  and  the  achievements  of  its  early  students 
will  for  ages  to  come  rejoice  the  departed  souls  of  its  founders  and  supporters. 
The  great  Daniel  Webster  said  of  the  ordinance  establishing  the  Ohio  Uni- 
versity as  follows:  "We  are  accustomed  to  praise  the  lawgivers  of  antiquity; 
we  help  to  perpetuate  the  fame  of  Solon  and  Lycurgus ;  but  I  doubt  whether  one 
single  law  of  any  law-giver,  ancient  or  modern,  has  ])roduce(l  effects  of  more 
distinct,  marked,  and  lasting  character  than  the  Ordinance  of  1787.     We  see  its 


EDUCATIONAL  HISTORY  OF  OHIO 


359 


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360  EDUCATIONAL  HISTORY  OF  OHIO 

consequences  at  this  moment,  and  we  shall  never  cease  to  see  them,  perhaps,  while 
the  ( )lii()  shall  flow." 

To  His  Excellency,  The  President  and  Honorable  Delegates  of  the  United  States  of 
America,  in   Congress   Assembled. 

'I'lic    i'ctilion    of   the   Subsciih^TS,   OiKccis   in    the    Continciilal   Line    of   the   .Idiiv.   hiiinbly 
sh  o'tK'eth : 

Thai.  l)y  n  resolution  of  the  Honoral)le  Congress,  passed  Septeniher  20,  177(i.  and  other 
subsequent  resolves,  the  officers  (and  soldiers  engaged  for  the  war)  of  the  American  Army 
who  shall  continue  in  service  till  the  establishment  of  Peace,  or,  in  case  of  their  dying  in 
service,  their  heirs  are  entitled  to  receive  certain  Grants  of  Lands,  according  to  their  several 
grades,  to  be  procured  for  them  at  the  expense  of  the  United  States. 

That  your  petitioners  are  informed  that  that  tract  of  country,  bounded  north  on  Lake 
Ene,  east  on  Pennsylvania,  southeast  and  south  on  the  river  Ohio,  west  on  a  line  beginning 
at  that  part  of  the  Ohio  which  lies  twenty-four  miles  west  of  the  river  Scioto,  thence  run- 
ning north  on  a  meridian  line  till  it  intersects  with  the  river  Miami,  which  falls  into  Lake 
Erie,  thence  down  the  middle  of  that  river  to  the  lake,  is  a  tract  of  country  not  claimed  as 
the  property  of  or  in  the  jurisdiction  of  any  particular  state  in  the  Union. 

That  this  country  is  of  sufficient  extent,  the  land  of  such  quality,  and  situation  such  as 
may  induce  Congress  to  assign  and  mark  it  out  as  a  Tract  or  Territory  suitable  to  form  a 
di.stinct  Government  (or  Colony  of  the  United  States )  in  time  to  be  admitted  one  of  the 
confederated  States  of  America. 

Wherefore  your  petitioners  pray  that,  whenever  the  Honorable  Congress  shall  be 
pleased  to  procure  the  aforesaid  lands  of  the  natives,  they  will  make  provision  for  the  loca- 
tion and  survey  of  the  lands  to  which  we  are  entitled  within  the  aforesaid  District,  and  also 
for  all  officers  and  soldiers  who  wish  to  take  up  their  lands  in  that  quarter. 

That  provision  also  be  made  for  a  further  grant  of  lands,  to  such  of  the  army  as  wish 
to  become  adventurers  in  the  new  government,  in  such  quantities  and  on  such  conditions  of 
settlement  and  purchase,  for  public  securities,  as  Congress  shall  judge  most  for  the  interest 
of  the  intended  government,  and  rendering  it  of  lasting  consequence  to  the  American  Empire. 

.'\nd  your  petitioners,  as  in  duty  bound,  shall  ever  pray. 

(Signed.)     By  two  hundred  and  eighty-eight  officers  in  the  continental  line  of  the  army. 

The  chief  source  of  the  Ordinance  of  1787  was  contained  in  the  Land  Ordi- 
nance of  1785.  .\t  this  time,  both  State  and  Federal  treasuries  were  depleted  by 
the  ravages  of  the  Revolutionary  War,  and  this  fact  of  commercialism  prompted 
both  State  and  I-'ederal  authorities  having  control  of  western  public  lands  to 
dispose  of  thorn  and  discharge  a  portion  of  the  burdensome  debt  imposed  bv  a 
long  period  of  war.  When  the  question  of  raising  revenue  confronted  them, 
naturally,  they  first  determined  to  dispose  of  their  waste  lands.  These  lands 
had  never  brought  any  revenue,  yet  the  idea  was  prevalent  that  they  would  be  a 
source  of  income  at  this  time.  \'irginia  imposed  a  tax  of  two  cents  per  acre  on 
her  public  lands,  but  was  never  able  to  collect  it :  and  later  vast  tracts,  now 
the  homes  of  millions,  were  disposed  of  without  affording  any  appreciable  public 
revenue :  yet  while  the  public  doiTiain  consisting  of  these  waste  lands  had  never 
yielded  any  enormous  income,  both  State  and  Federal  governments  looked  for- 
ward to  these  as  a  means  of  replenishing  their  treasuries,  or  rather  of  discharg- 
ing a  portion  of  the  war  indebtedness  to  soldiers  and  officers  by  giving  them 
grants  of  these  over-mountain  lands  to  relinquish  their  claims ;  it  was  an  act 
not  more  of  desperation  than   repudiation ;    and  this  choicest  of  territory   was 


EDUCATIONAL  HISTORY   OF  OHIO  361 


considered  as  waste  lands  1)\-  debtors,  while  the  creditors  were  left  no  alternative 
in  the  matter,  and  their  claims  must  either  be  laid  on  this  virgin  territory  as  full 
satisfaction  of  their  debts,  or  they  would  be  left  with  a  mere  claim  on  a  bank- 
rupt government,  which  had  neither  currency  nor  credit  and  which  was  loath 
to  renew  even  the  promise  of  ]5ayment.  Both  creditor  and  debtor  were  viewing 
this  territory  as  practically  worthless,  and  it  became  the  rejectrd  stone  in  the 
structure  of  our  great  governmental  edifice  whose  proportions  were  soon  to 
develop  and  arise  almost  as  harmoniously  as  if  to  the  music  of  the  lyre.  The 
future  history  of  this  territory  fully  exemplified  the  statement  that  "The  stone 
which  the  builders  refused  is  become  the  head  stone  of  the  corner." 

It  has  been  stated  that  no  event  has  a  separate  existence,  and  certainly  is 
this  true  of  the  Ordinance  of  1787.  Some  of  the  most  basic  historic  jjrinciples  of 
our  government  are  interwoven  in  its  provisions,  and  out  of  it  have  emerged 
many  judicial  interpretations  and  state  constitutions,  and  other  governmental 
documents ;  and  when  we  think  of  the  numerous  and  fortunately  vain  attempts 
to  amend  the  compact,  and  of  the  bulwark  of  strength  hurled  against  it  at  various 
times  by  would-be  reformers  and  fanatics,  we  rejoice  that  its  magnanimity  was 
ever  preserved  and  unhesitatingly  look  upon  it  a-  one  of  the  "Three  Title  Deeds 
to  American  Constitutional  Liberty."  Bancroft,  in  prophetic  language,  thus  de- 
scribes the  grandeur  of  its  origin : 

"Before  the  Federal  Convention  had  referred  its  resolutions  to  a  committee 
of  detail,  an  interlude  in  Congress  was  shaping  the  character  and  destiny  of  the 
United  States  of  .\merica.  Sublime  and  humane  and  eventful  in  the  history 
of  mankind  as  was  the  result,  it  will  take  not  many  words  to  tell  h.ow  it  was 
brought  about.  For  a  titne  wisdom  and  peace  and  justice  dwelt  among  men, 
and  the  great  Ordinance,  which  could  alone  give  continuance  to  the  Union,  came 
in  serenity  and  stillness.  Every  man  that  had  a  share  in  it  seemed  to  be  led  by 
an  invisible  hand  to  do  just  what  was  wanted  of  him;  all  that  was  wrongfully 
undertaken  fell  to  the  ground  Xo  wither  by  the  wayside:  whatever  was  needed 
for  the  happy  completion  of  the  mighty  work  arrived  opportunely,  and  just  at 
the  right  moment  moved  into  its  ])lace." 

That  the  great  Northwest  has  "shaped  the  character  and  destiny  of  our 
republic"  goes  without  demonstrating.  Its  early  settlement  secured  it  imreserv- 
edly  for  the  Union.  Tlic  laws  by  which  it  was  to  be  governed  made  it  forever 
free  territory  and  dedicated  it  to  the  ])rinci]3les  of  morality,  education,  and  re- 
ligion. In  times  of  peace  or  war.  its  ])olicy  has  been  always  in  su])]Kirt  of  a  strong 
central  government  and  in  fostering  the  welfare,  happiness,  and  culture  of  its 
inhabitants.  Its  five  great  states  held  the  balance  of  power  during  the  trying 
times  of  the  Civil  War ;  these  were  loyal  states,  and  at  the  suggestion  of  Ohio, 
with  an  Ohio  University  man  as  governor,  a  conference  of  the  "war  governors" 
of  Ohio,  Indiana,  Illinois,  Wisconsin,  and  Iowa  was  held,  and  as  result  of  this 
conference,  85,000  new  troops  were  placed  in  the  field,  Ohio  furnishing  30,000 
of  this  number. 

It  is  acknowledged  that  the  authorshij)  of  the  clause  ])rohibiting  slavery 
belongs  to  the  Rev.  Dr.  Cutler.  .After  the  first  draft  of  the  Ordinance  was  pre- 
sented to  him,  he  returned  it  stating  that  better  terms  of  purchase  could  be  had 


362 


EDUCATIONAL  HISTORY   OF   OHIO 


of  several  of  the  states  and  announcing'  his  intention  to  cease  the  negotiations 
for  the  Ohio  Company  and  the  possibiHty  of  presenting  his  proposition  to  Massa- 
chusets  for  territory  now  in  Maine.  A  committee  from  Congress  waited  on  him 
with  the  original  draft  asking  him  to  make  such  clianges  or  amendments  as  he 
desired.  It  is  authoritatively  known  that  when  the  Ordinance,  corrected  by  Dr. 
Cutler,  was  again  presented  to  Congress,  the  clause  ])rohibiting  slaverv  was  in 
it,  and  in  this  manner  it  was  passed.  To  the  claims  of  the  various  persons  con- 
nected with  this  clause,  in  the  first  Ordinance  presented,  1  Bancroft  makes  the  fol- 
lowing statement : 

'"Tliomas  Jefferson  first  summoned  Congress  to  prohibit  slavery  in  all  the 
territorv  of  the  United  States:  Kufus  King  lifted  up  the  measure  when  it  lay 
almost  lifeless  on  the  ground,  and  sugtjested  the  immediate  instead  of  the  pros- 
pective prohibition :  a  Congress  composed  of  five  Southern  States  to  one  from 
New  England  and  two  from  the  Middle  States,  headed  by  William  Grayson, 
supported  by  Richard  Henry  Lee,  and  using  Nathan  Dane  as  scrilie,  carried  the 
measure  to  the  goal  in  the  amended  form  in  which  King  had  caused  it  to  be 
referred  to  a  committee ;  and  as  Jefferson  had  ]:)ropose(l,  ])laced  it  under  the  sanc- 
tion of  an  irrevocable  compact." 

We  can  scarcely  comjirehend  the  extent  of  the  inlluence  of  this  clause.  Well 
do  we  know,  that  its  existence  foiled  the  attempt  of  anxious  ix)liticians  to  intro- 
duce slavery,  and  the  records  of  Congress  show  that  the  resolution  to  this  effect 
never  went  farther  than  the  committee  to  which  it  was  referred  :  and  it  also 
allayed  the  enthusiasm  of  kindred  statesmen  when  the  first  constitution  of  Ohio 
wa^  being  framed.  It  has  stood  the  test  of  several  assaults,  and  this  article  of 
the  Inviolable  Compact  is  now  a  ])art  of  the  supreme  law  of  our  land.  In  this 
connection  it  must  be.  observed  in  how  many  particulars  the  great  Ordinance  has 
overshadowed  the  constitution,  and  history  but  repeats  itself  when  the  latter 
either  Ijy  amendment  or  judicial  interpretation  adorns  itself  with  some  new 
cardinal  principle  or  maxim,  thus  giving  it  greater  brilliancy  and  making  it  to 
shine  with  an  increased  luster. 


THE    COON-SKIN    LIBRARY 

The  early  settlers  of  ( )]iio  being  entirely  isolated  and  remote  from  schools 
and  libraries  felt  keenly  the  absence  of  means  for  mental  imj^rovement.  Co- 
ordinate with  the  establishment  of  schools  and  the  erection  of  churches  was  the 
tendency  of  our  ])ioneers  to  establish  libraries.  Possibly  the  earliest  was  the 
"Relpre  Farmers'  Library."  established  at  Helpre  in  1796.  .Another  went  into 
operation  at  Cincinnati  in  1802.  In  1803,  at  a  pul)lic  meeting  held  in  .Ames  town- 
ship, Athens  county,  the  policy  of  estal)lishing  a  public  library  was  discussed. 
It  soon  developed  that  the  greatest  obstacle  in  promoting  this  enter])rise  was  the 
scarcity  of  money.  The  pioneers'  wealth  consisted  chiefly  in  "coon  skins."  and 
it  was  difficult  to  find  a  market  for  even  these,  their  sole  article  of  commerce. 
They  collected  quite  a  number  of  pelts  and  sent  Esquire  Samuel  lirown  to  Boston 
with  them.  The  proceeds  of  these  skins  were  to  be  invested  in  a  i)ublic  library, 
and  called  in  the  original  record  the  "Western  Library  .Association,"  which  was 
founded  at  Ames,  February  2,  1804.    The  Rev.  Dr.  Manasseh  Cutler  accompanied 


EDUCATIONAL   HISTORY  OF  OHIO  363 


him  and  made  the  selection  of  tlie  purchase.  Thomas  Ewing,  probably,  was 
accountable  for  its  name,  he  contril)uting  all  his  accumulated  wealth  at  that  time, 
"ten  coon  skins,"  for  this  purpose.    Senator  Ewing-  in  his  autobiography  says  : 

'"About  this  time  the  neighbors  in  our  and  the  surrounding  settlements  met 
and  agreed  to  purchase  books  and  to  make  a  common  library.  They  were  all 
poor  and  subscriptions  small,  but  they  raised  in  all  about  $100.  All  my  accumu- 
lated wealth,  ten  coon  skins,  went  into  the  fund,  and  Squire  Sam.  Brown,  of 
Sunday  creek,  wlio  was  going  to  iioston,  was  charged  with  the  ])urchase.  After 
an  alisence  of  many  weeks  he  brought  the  books  to  Capt.  Ben.  Brown's  in  a  sack 
on  a  ]3ack-liorse.  i  was  present  at  the  untying  of  the  sack  and  pouring  out  of 
tlie  treasure.  There  were  about  sixty  volumes,  I  think,  and  well  selected;  the 
library  of  the  Vatican  was  nothing  to  it,  and  there  never  was  a  library  l)etter  read." 

The  remnant  of  this  library  is  now  merged  in  the  spacious  library  of  the 
Ohio  University,  and  while  the  library  is  a  magnificent  one  containing  thousands 
of  volumes,  and  the  building  itself  erected  at  an  expense  of  more  than  $50,000. 
yel  the  term  "coon  skin''  library  will  always  be  applied  to  it,  and  the  patrons 
cherish  a  just  and  righteous  pride  in  this  endearing  yet  homely  title. 

More  than  20,000  ]3eo])le  have  received  the  whole  or  a  part  of  their  educa- 
tion at  this  Institution.  Space  will  not  permit  the  names  of  even  the  alumni. 
■Ohio  University  now  has  a  faculty  of  44  members,  an  enrollment  of  more  than 
1,000  students,  and  an  annual  revenue  of  about  $125,000.  Connected  with  it  is  the 
State  Normal  College,  established  by  act  of  the  legislature  |)assed  in  i(j02.  On 
the  beautiful  campus  of  the  L'niversity  mav  be  seen  the  first  building  in  Ohio 
erected  at  state  expense  designed  for  the  training  of  teachers  for  service  in  the 
public  schools.  The  building  is  a  model  of  its  kind,  and  was  finished  and  made 
ready  for  occupancy  at  a  cost  of  $52,000. 

Ohio  University  now  includes  the  College  of  Liberal  Arts,  the  State  Normal 
College,  the  Commercial  College,  College  of  Music,  the  Department  of  Electrical 
Engineering,  the  Dejjartment  of  Civil  and  Mining  Engineering,  the  Department  of 
Drawing  and  Painting,  and  the  State  l're])aratory  School. 

The  summer  school  of  1904  at  the  Ohio  L^niversity  was  the  largest  in  the 
state  and  numbered  557  students.  The  indications  are  that  the  ]5rospective  summer 
term  beginnig  Jnue  19,  1905,  will  be  even  greater  in  numbers.  The  increased  ap- 
propriation given  by  the  State  Legislature  has  added  a  stimulus  to  every  depart- 
ment and  this  fact,  together  with  the  prestige  given  it  by  the  faculty  give  assur- 
ance of  success  for  the  institution  in  which  every  friend  of  liberal  culture  can  have 
just  pride. 

Dr.  Alston  Ellis  is  president  of  ( )hio  University.  During  his  administration, 
the  enrollment  has  rapidly  increased,  and  two  new  liuildings  have  been  erectecl. 
Dr.  Ellis  is  possessed  of  strong  executive  ability,  and  every  department  of  the 
institution    reflects   his    energy,   enthusiasm,    and    infinite    resourcefulness. 

THE    FIRST    GRADUATE 

Thomas  Ewing  was  the  first  graduate  of  the  Ohio  University,  and  he  best 
illustrates  the  excellence  of  that  intellectual  strength,  which  prompted  and  directed 


Z^A 


EDUCATIONAL  HISTORY   OF  OHIO 


our  governmental  movements  for  tlie  major  part  of  the  Nineteenth  century.  A 
noted  contemporary  of  this  eminent  jurist,  said  of  Mr.  Ewing :  "How  instruc- 
tive is  the  hfe  of  such  a  man.  and  with  what  force  does  it  commend  itself  to 
every  young  American,  not  only  arousing  him  to  exertion,  but  admonishing  to 
fix  his  ambition  high,  and  to  gratify  it  only  in  the  i)ath  of  virtue,  integrity  and 
honor,  and  thus  to  win  that  reputation  that  abides  and  outlasts  the  corrosive  rust 
of  time." 

Ewing  was  the  son  of  an  early  pioneer  and  his  early  life  was  one  of  industry 
and  hardship.  He  received  a  common  school  education,  and  by  teaching  and 
working  in  the  Kanawha  salt  works,  he  managed  first  to  see  his  father's  family 
out  of  debt  and  later  to  attend  the  Ohio  University,  from  which  he  graduated  in 
1815.  Certainly  from  the  richness  of  his  future  career,  the  knighthood  of  the 
Fourth  commandment,  "Honor  thy  father  and  mother,"  was  never  more  exquis- 
itely revealed  and  its  promises  more  copiously  filled  than  in  the  later  life  of  Mr. 
Ewing. 

What  magic  is  there  in  the  light  of  hickory  bark,  and  what  a  charm  or 
enchantment  in  the  glow  of  the  pine-knot  and  the  feeble  flicker  of  the  tallow 
candle!  To  be  born  in  a  log  cabin,  to  be  reared  amid  hardships,  to  be  educated 
with  great  difficulty  form  a  combination  of  qualities,  which  designate  fame, 
fortune,  power,  and  prestige  as  is  instanced  almost  universally  in  the  lives  of 
our  early  Ohio  statesmen.  This  is  our  political  doctrine  of  manifest  destiny.  It 
is  like  the  "open  sesame"  of  the  Arabian  Xights,  bv  whose  magic  command,  all 
resistance  immediately  vanished ;  or  like  the  loosening  of  the  Gordian  knot,  the 
secret  of  which  our  aspiring  vouth,  would  give  their  futures  in  exchange  to 
know.  What  a  criterion!  In  logic,  how  absurd,  yet  in  fact  how  true.  But  when 
we  penetrate  more  deeply  into  the  lives  of  these  moiiarchs  of  mind,  we  learn  that 
they  were  truly  able,  home  loving,  patriotic,  and  righteous,  and  they  thus  pos- 
sessed all  the  marks  of  nature's  noblemen. 

After  graduating  from  the  University.  Thomas  Ewing  studied  law  in  Lan- 
caster, and  was  soon  admitted  to  the  bar.  He  began  practicing  at  the  age  of 
twenty-eight,  verifying  the  maxim  "that  the  law  has  hope  for  those  who  come  to 
it  late."  His  broad  practical  experience  and  his  keenness  of  logic  soon  brought 
him  to  the  front,  and  his  counsel  and  advice  was  sought  for  in  the  leading  cases 
of  his  day.  From  his  force  of  logic  and  masterly  presentation  of  facts,  he  was 
called  the  "Great  Logician  of  the  West." 


"SUNSET"  cox 

Samuel  Sullivan  Cox  was  born  at  Zanesville  in  1824.  He  received  his  early 
training  in  the  common  schools,  and  after  taking  such  high  school  work  as  was 
then  afforded  he  attended  the  Ohio  L'niversity  for  a  period  of  years.  He  left 
the  institution  during  the  presidency  of  Dr.  W.  H.  McGuffey,  entering  Brown 
University,  from  which  he  graduated  in  1846.  Cox  was  a  wit,  an  humorist,  and 
a  writer  of  great  ability.  He  was  indeed  a  bundle  of  nerves,  and  was  keenly 
alive  to  everything  about  him.  He  was  an  example  of  fine  sentiment  and  feeling, 
and  his  tender  sympathy  for  all  the  humanities  endeared  him  to  his  fellow-men 


EDUCATIONAL  HISTORY  OF  OHIO  365 

and  at  once  made  him  a  veritalilc  fountain  of  sensibility  and  emotion.  In  his 
speech  on  the  Life  Saving  Service  Bill,  he  said:  "Humanity,  more  beautiful  than 
art  and  more  profound  than  science,  has  bent  over  her  tempestuous  seas  her  grand 
etherial  bow,  unfolding  its  hues  of  promise  as  an  everlasting  covenant  with  heaven." 
During  his  stay  at  Athens  a  lawsuit  between  the  college  and  the  town  was 
decided  in  favor  of  the  latter,  much  to  the  displeasure  of  the  students.  Party 
spirit  ran  high,  and  the  division  lines  were  as  marked  as  in  fights  between  "towns- 
men" and  "gownsmen"  in  an  English  university  town.  A  celebration  most  dis- 
tasteful to  the  college  l)oys  was  decided  on;  a  bonfire  was  to  be  built  speeches 
made,  and  a  cannon  fired.  The  bonfire  blazed,  the  speeches  were  made,  but  the 
boom  of  the  cannon  was  not  heard,  for  the  "great  gun"  of  the  town,  a  si.x- 
pounder,  had  been  prudently  spiked  the  night  before  by  a  daring  college  boy. 
It  was  not  known  till  long  after  that  the  youth  who  so  effectually  silenced  the 
voice  of  the  cannon  for  that  and  for  many  succeeding  nights  was  "Sunset"  Cox, 
a  man  who  was  destined  to  live  not  only  in  immortal  ty])e,  but  in  the  hearts  of  a 
grateful  posterity  as  well. 

JOHN     BROUGH 

In  the  same  year  in  which  the  Ohio  University  was  founded  there  came  to 
Ohio  the  family  of  John  Brough,  Sr.,  from  Maryland,  who  settled  in  the  valley 
of  the  Little  Muskingum  in  Washington  county.  It  was  here  that  John  Brough, 
the  eminent  war  governor  of  Ohio,  was  born  in  181 1.  Brough  was  a  born  exec- 
utive ;  strong  in  physique,  resolute  of  countenance,  he  possessed  that  thorough- 
goingness  and  accurate  execution  which  characterized  his  administration  as  gov- 
ernor of  Ohio.  His  type  was  that  re])resentative  of  a  strong  and  determined 
will,  and  it  is  in  this  particular  that  he  distinguished  himself  in  early  life,  in 
college  at  Athens,  in  the  field  of  journalism,  and  in  the  governor's  chaii. 

Brough  attended  such  common  schools  as  were  afforded  at  that  pioneer 
period,  and  eariy  in  life,  like  Ben  Franklin,  was  apprenticed  as  a  printer.  It  was 
his  experience  in  the  print  shop  that  gave  him  such  a  comprehensive  view  of 
human  nature,  and  many  facts  here  acquired  by  his  absorbent  mind  gave  him  a 
stock  of  information  which  stood  copious  draughts  during  his  future  career.  He 
was  not  a  theorist ;  his  clear  logic,  apt  perception,  and  open  and  frank  disposition 
moved  him  to  apply  promptly  and  well  his  new  acquisitions  of  knowledge.  While 
a  student  at  the  university  his  work  was  characterized  by  zealous  effort  and 
diligent  research.  He  worked  in  the  office  of  the  Mirror  during  his  leisure  hours 
and  thus  defrayed  his  expenses.  He  was  a  great  athlete,  and  while  at  Athens, 
tradition  has  it,  that  he  accomplished  his  greatest  feat  by  kicking  a  football  over 
tlii^  niain  building  of  the  university. 

AN   OUTLINE   HISTORY   OF  DENISON   UNIVERSITY 

liV  DR.    KMORY  W.    HUNT. 

The  first  movement  among  Ohio  Baptists  on  behalf  of  collegiate  education 
was  doubtless  a  ]3art  of  the  educational  impulse  felt  throughout  the  denomination 


366  EDUCATIONAL  HISTORY   OF  OHIO 

in  .America  in  the  second  decade  of  the  Nineteenth  Century.  .An  organization 
called  tlie  Ohio  Ijaptist  Education  Societ}'  was  formed  in  1816  at  Youngstown, 
Ohio,  whose  constitution,  still  extant,  provides  for  the  establishment  of  a  college 
and  the  assistance  of  young  men  preparing  for  the  ministry.  This  movement 
did  not  effect  immediate  results,  although  its  influence  may  be  traced  in  the  years 
immediately  following.  The  Cincinnati  Baptist  Missionary  Society,  organized  in 
/824  as  a  preliminary  step  to  the  organization  of  the  Ohio  Baptist  Convention 
which  took  place  two  years  later,  states  in  its  constitution  that  ministerial  educa- 
tion was  one  of  its  two  objects.  It  was  not,  however,  until  1830  that  the  definitive 
movement  for  the  founding  of  a  college  took  place,  when,  on  May  30,  at  the 
house  of  Ichabod  Corwin,  in  Lebanon,  Ohio,  seventeen  representative  Baptists 
of  the  State  met  and  organized  themselves  into  a  society  for  the  establishment  of 
"a  Literary  and  Theological  Seminary."  The  society,  to  be  thenceforth  known 
as  the  Ohio  Baptist  Education  Society,  met  again  in  Zanesville,  October  6,  of  the 
same  year;  rejected  a  proposition  to  locate  the  institution  at  Newport,  Ky.,  across 
the  river  from  Cincinnati ;  adopted  a  constitution  for  the  projected  institution ; 
elected  thirty-six  trustees  for  the  college  and  named  committees  to  solicit  funds 
and  proposals  for  its  location.  Rev.  Geo.  C.  Sedwick,  of  Zanesville,  one  of  the 
leaders  in  the  movement,  was  appointed  principal  of  a  preparatory  school  to  be 
opened  in  Zanesville  pending  the  establishment  of  the  college  itself.  His  ]nib- 
lished  prospectus  of  the  school  is  extant,  but  no  further  account  of  it. 

The  critical  meeting  was  that  held  at  Lancaster  May  25-26,  1831.  Here  the 
])lans  were  modified,  the  constitution  revised  to  broaden  its  purpose  more  deci- 
sively beyond  that  of  ministerial  training ;  the  number  of  trustees  was  limited  to 
twelve,  and  the  location  of  the  institution  was  decided.  Among  a  number  of 
offers,  the  Society  accepted  one  from  Granville,  at  the  center  of  the  State,  em- 
bodying an  offer  of  a  farm  valued  at  $3,400.  and  secured  mainly  through  the 
intiuence  of  Allen  Darrow,  the  young  Baptist  minister  at  Granville,  and  Charles 
Sawyer,  first  treasurer  of  the  Education  Society  and  the  founder  of  what  is  now 
Shepardson  College.  Marked  influence  upon  this  meeting  was  exerted  by  Dr. 
Jonathan  Going,  of  Worcester,  Mass.,  afterward  president  of  Denison,  but  then 
on  the  memorable  visit  to  the  Mississippi  Valley  which  resulted  in  the  founding 
of  the  American  Baptist  Home  Mission  Society.  The  first  subscription  paper 
resulted  in  the  raising  of  forty-three  dollars  from  thirty  persons,  and  from  this 
modest  beginning  the  Granville  Literary  and  Theological  Institution  was  opened, 
Dec.  13.  1831,  in  the  Baptist  Church  of  Ciranville.  Only  a  preparatory  school 
could  at  first  be  organized,  and  the  sole  teacher  for  the  first  session  was  Professor 
John  Pratt,  a  graduate  of  Brown  University,  who  remained  a  member  of  the 
faculty  until  1859.  Thirty-seven  students  were  enrolled  at  the  first  session,  and 
in  the  second  seventy-two.  In  1837  ^J"-  Jonathan  Cioing  was  called  to  the  pres- 
idency, the  institution  having  by  this  time  assumed  its  collegiate  type.  Dr.  Going 
continued  in  the  strenuous  foundation  work  at  Granville  until  his  death  in  1844, 
when  he  was  succeeded  by  Dr.  Silas  Bailey,  also  an  alumnus  of  Brown,  which 
institution  furnished  a  proportion  of  presidents  and  faculty  such  as  gave  in  the 
early  life  of  the  college  a  preponderating  and  invaluable  influence.  This  New 
England  heritage  is  augmented  by  the  fact  that  Granville  itself  was  the  result 


EDUCATIONAL  HISTORY   OF  OHIO  367 

of  a  colony  which  came  from  (Iraiiville,  Massachusetts,  in  1805.  bringing  with  it 
church  and  town  organization  with  marked  New  England  features,  which  have 
characterized  the  Western  village  throughout  all  of  the  succeeding  century.  All 
this  has  helped  in  the  maintenance  of  a  thoroughgoing  type  of  work,  to  which  the 
college  has  held  throughout  its  history  in  the  face  of  prevailing  tendencies  toward 
a  lower  ideal. 

The  first  generation  of  the  college  history  was  a  period  of  extreme  hardship, 
and  was  passed  practically  without  an  endowment.  The  destruction  of  the  college 
buildings  by  fire  in  1852  before  they  had  been  occupied  or  insured  was  a  terriffic 
blow.  Gifts  were  small,  and  expenses  of  agency,  high  interest  rates  on  borrowed 
money,  and  the  use  of  principal  for  building  purposes  and  current  expenses  ab- 
sorbed contributions  as  fast  as  they  were  made.  The  excessive  valuation  ])ut 
upon  relatively  small  gifts  is  seen  in  the  standing  offer  in  the  early  years  of  the 
institution  to  name  it  after  any  one  who  should  give  $10,000  to  its  endowment, 
a  proposition  which  resulted  in  the  naming  of  the  institution  for  William  S. 
Denison,  of  Adanisville,  in  1853. 

The  college  was  located  for  its  first  twelve  years  one  mile  southwest  of  the 
village.  In  1853,  at  the  close  of  Dr.  Bailey's  administration,  extreme  discour- 
agement prevailed,  teaching  was  discontinued  for  a  few  months,  and  teiupting 
offers  came  for  the  removal  of  the  school  to  Lebanon,  where  the  movement  had 
originated.  But  Dr.  Jeremiah  Hall,  ])astor  of  the  ISaptist  Church  at  Granville, 
in  this  emergency  was  called  to  the  presidency,  rallied  the  forces  of  the  denom- 
ination, and  the  site  of  the  college  was  removed  to  the  noble  hill  in  the  village, 
where  it  now  stands  on  one  of  the  most  eligible  college  sites  in  .\merica.  Dr. 
Hall's  administration  (  1853-1863)  saw  the  increase  of  the  property  from  $14,000 
to  about  $50,000,  yet  still  with  no  endowment  and  only  a  hand-to-mouth  method 
of  meeting  salaries  and  other  expenses. 

The  second  generation  may,  in  a  general  way,  be  called  the  era  of  Denison 
endowment,  since  it  saw  the  financial  rise  of  the  institution  from  the  possession 
of  $50,000  of  property  and  no  endowment  to  the  possession  of  a  million  dollars, 
two  thirds  of  it  in  productive  endowment.  This  period  may  be  considered  as 
beginning  with  the  administration  of  Dr.  Samson  Talbot,  the  first  alumnus  of  the 
college  to  serve  as  its  jiresident.  The  depletion  of  attendance  and  sup])ort  caused 
by  the  civil  war  brought  about  another  grave  crisis  and  proved  the  necessity  of 
a  substantial  endowment  fund  in  order  to  insure  the  permanence  and  regularity 
of  the  college  work.  The  raising  of  the  first  $100,000  in  1867  was  probal:ily  the 
most  notable  achievement  in  the  financial  history  of  the  college.  It  was  not 
merely  that  it  was  relatively  a  greater  amount  for  Ohio  Baptists  in  1867  than 
the  quarter  of  a  million  raised  in  1900,  but  that  it  marked  the  decisive  action 
of  the  trustees  which  forever  forbids  the  use  of  the  endowment  principal  for  cur- 
rent expenses.  With  this  element  of  permanency  secured,  and  with  the  generous 
leadership  of  such  men  as  E.  E.  Barney  and  Ebenezer  Thresher  of  Dayton,  J.  M. 
Hoyt  of  Cleveland  and  W.  H.  Doane  of  Cincinnati,  an  additional  $100,000  was 
raised  during  the  next  decade,  and  the  raising  of  funds  has  proceeded  with  a 
fair  approximation  to  the  needs  of  the  institution  in  all  the  succeeding  years. 
The  lamented  death  of  Dr.  Talbot  in  1873,  after  an  administration  of  ten  years, 


368  EDUCATIONAL  HISTORY  OF   OHIO 

left  tlic  college  in  the  administrative  care  of  Professor  l\  ( ).  Marsh  as  acting 
president  until  the  election  of  Dr.  E.  Benjamin  Andrews  in  1875.  whose  four 
years'  presidency  was  marked  by  the  vigor  and  ins])iring  qualities  which  have 
since  made  him  so  prominent  a  figure  in  American  education.  He  was  suc- 
ceeded from  1879  to  1886  by  Dr.  .Alfred  Owen  in  years  of  quiet,  steadv  growth, 
his  successor  from  1887  to  1889  being  Dr.  Galusha  .Xnderson,  formerly  president 
of  the  first  University  of  Chicago.  In  1890  came  Dr.  D.  IS.  I'urinton.  who  broke 
the  continuity  of  the  line  of  ministerial  succession,  and  conducted  a  successful 
administration  until  called  to  the  presidency  of  the  University  of  West  \'irginia 
in  1901.  During  his  administration  Doane  Academy  Hall  and  P.arney  Science 
Hall  of  the  University  and  King  Hall  of  Shepardson  College  were  erected:  the 
endowment  movement  of  1900  resulted  in  the  addition  of  more  than  $250,000 
to  the  endowment ;  and  Shepardson  College  became  formally  consolidated  with 
Denison  University,  with  which  it  had  since  1887  been  closely  affiliated.  In  1901 
Dr.  Emory  W.  Hunt,  pastor  of  the  Clarendon  St.  Baptist  Church,  Boston,  was 
elected  to  the  presidency  and  still  occupies  the  office.  During  his  administration 
thus  far,  extensive  additions  and  improvements  have  been  made  to  the  buildings 
and  equipment  of  the  university,  involving  an  expenditure  of  about  $200,000. 
Cleveland  Hall,  the  Gymnasium  and  Y.  M.  C.  A.  building ;  a  central  heating  and 
lighting  plant,  furnishing  hot  water  heating  and  electric  lighting  to  all  of  the 
buildings ;  the  remodeling  and  refurnishing  of  the  interior  of  the  Men's  Dormi- 
tories; and  the  erection  of  a  pipe  organ  in  Recital  Hall,  are  results  of  the  move- 
ment thus  far,  with  three  other  buildings  wholly  or  partly  provided  for,  bringing 
the  number  of  buildings  of  the  University  up  to  about  twenty.  The  curriculum 
has  also  been  greatly  strengthened  by  the  more  definite  establishment  of  the  work 
of  History  and  Economics  and  of  Engineering ;  and  the  attendance  has  increased, 
especially  in  the  collegiate  department,  until  nearly  five  hundred  students  are 
enrolled  from  twenty-one  states  and  territories,  with  faculty  and  officers  to  the 
number  of  forty. 

The  curriculum  of  the  college  has  been  steadily  strengthened  throughovit  its 
history,  and  has  at  least  kept  pace  with  the  intellectual  growth  of  its  environment, 
for  the  most  part  being  distinctly  in  advance  of  the  standard  which  Western 
institutions  have  commonly  thought  the  highest  practicable.  At  the  beginning 
it  entered  upon  the  manual  labor  experiment,  which  was  epidemic  in  American 
educational  circles  at  the  time,  but  speedily  proved  its  impracticability.  The 
institution  also,  owing  its  origin  to  the  Ohio  Baptist  Education  Society,  which  for 
some  years  elected  the  trustees  of  the  institution,  sought  for  several  decades  to 
maintain  in  some  form  a  theological  department,  but  it  was  never  largely  suc- 
cessful and  disappeared  wholly  after  1870,  although  there  have  always  been  large 
numbers  of  ministerial  students  in  the  college.  Attempts  were  made  also  to 
establish  an  Agricultural  Department,  and  lectures  and  experimentation  werf 
provided  for  during  the  winter  weeks,  but  this  feature  never  became  thoroughly 
established  and  was  soon  eliminated.  Denison  has  had  an  unusual  record  among 
denominational  institutions  of  collegiate  type  for  the  quality  and  extent  of  its 
scientific  work.  This  element  began  to  be  prominent  with  the  appointment  of 
Professor  L.  E.  Hicks  in  1870,  who  was  elected  to  "the  Chair  of  Natural  Science," 


EDUCATIONAL  HISTORY   OF  OHIO  369 

covering  the  branches  now  taught  by  six  men ;  but  to  the  late  Professor  Clarence 
L.  Herrick.  whose  work  began  in  1885,  is  doubtless  chiefly  due  the  enlargement 
of  scope  and  enthusiasm  since  shown  in  the  scientific  work  of  Denison.  Besides 
the  differentiation  of  the  work  of  physics,  chemistry,  biology,  geology  and  botany, 
and  the  erection  of  a  model  scientific  building  equipped  with  some  $25,000  worth 
of  apparatus,  special  research  and  publication  work  of  a  genuine  university  type 
have  been  carried  on.  The  Bulletin  of  the  Scientific  Laboratories,  and  the  Jour- 
nal of  Coinf^arative  Neurology  and  Psychology,  are  publications  highly  valued  by 
scientific  men  in  Europe  and  America.  The  latter  publication  is  a  quarterly  in  its 
fifteenth  year,  issued  by  the  University  Press,  with  Dr.  C.  Judson  Herrick,  of  Den- 
ison, as  managing  editor  and  Drs.  Yerkes  of  Harvard,  Strong  of  Columbia  and 
Jennings  of  Pennsylvania  as  associate  editors,  and  with  other  scientific  men  of 
American  and  European  universities  as  colloborators,  it  being  the  only  journal^ 
of  its  kind  in  America. 

Besides  the  names  mentioned  in  the  presidential  list  some  others  prominently 
identified  with  the  building  up  of  the  University  deserve  mention.  Paschal 
Carter,  the  first  teacher  of  mathematics,  was  a  member  of  the  faculty  from  1832 
to  1854.  John  Stevens,  D.  D.,  connected  with  the  faculty  as  vice-president  and 
filling  various  chairs  from  1838  to  1845,  ^^^  again  from  1859  to  1877,  was  a 
foremost  factor  not  only  in  the  history  of  Denison.  but  of  the  Baptist  denomina- 
tion at  large  in  the  West.  His  son.  Dr.  William  Arnold  Stevens,  also  had  notable 
influence  as  professor  of  Greek  for  a  decade  before  his  call  to  the  important  chair 
which  he  still  holds  in  Rochester  Theological  Seminary.  Dr.  William  Rainey 
Harper,  as  teacher  and  principal  of  the  preparatory  department  from  1876  to 
1879,  gave  the  school  a  permanent  impetus  and  subsequently  has  drawn  a  score 
of  Denison  men  into  the  faculty  of  the  University  of  Chicago.  Drs.  J.  L.  Gil- 
patrick  and  R.  S.  Colwell  have  served  uninterruptedly  as  professors  of  Mathe- 
matics and  Greek  from  1874  to  1877,  respectively.  Many  another  name  is 
scarcely  less  worthy  of  mention,  and  for  its  success  the  University  is  indebted 
in  unusual  degree  to  its  board  of  trustees,  who  have  led  personally  in  every 
important  movement  (those  from  the  city  of  Dayton  alone  having  contributed 
a  quarter  of  a  million  to  the  endowment ) ,  and  have  guarded  the  funds  so 
admirably  that  the  highest  income  has  been  received  with  absolute  safety. 

The  history  of  what  is  now  Shepardson  College  and  a  constituent  part  of 
the  University  runs  in  lines  parallel  to  that  of  Granville  College  (the  early  name, 
which  has  been  resumed  lor  the  men's  college).  The  Granville  Female  Seminary 
was  founded  by  Charles  Sawyer,  who  was  so  prominent  in  the  organization  of 
the  college,  as  a  private  enterprise,  though  he  desired  to  have  it  a  denominational 
enterprise  from  the  beginning.  It  opened  in  December,  1832,  just  one  year  after 
the  college,  but  was  sold  to  the  Episcopalians  in  1838  for  lack  of  funds,  all 
Baptist  resources  being  taxed  to  maintain  the  struggling  college.  In  1859  Dr. 
and  Mrs.  N.  S.  Burton  opened  a  school  for  girls  in  the  basement  of  the  Baptist 
Church,  and  two  years  later  the  original  school  was  purchased  from  the  Epis- 
copalians by  Dr.  Marsena  Stone  and  has  since  remained  in  Baptist  hands.  It 
was  purchased  by  Dr.  Daniel  Shepardson  in  1868  and  conducted  under  the  name 
of  the  Young  Ladies'  Institute  with  marked  success  until  1887,  when  Dr.  Shep- 


k 


370  EDUCATIONAL  HISTORY  OF  OHIO 

ardspn  gave  the  valuable  plant  to  the  Baptists  of  Ohio,  conditioned  upon  the 
raising  of  $100,000  for  its  endowment.  This  was  successfully  carried  out  and  the 
name  appropriately  changed  to  Shepardson  College.  From  that  time  its  curri- 
culum was  practically  identical  with  that  of  Denison,  until  in  1900,  as  has  been 
stated,  the  consolidation  was  formally  effected,  the  young  women  now  receiving 
the  same  instruction  and  degrees  as  the  young  men,  though  retaining  their  sep- 
arate campus  and  halls,  with  the  women  teachers  resident  among  them.  Doane 
Academy,  for  young  men,  the  Preparatory  Department  of  Shepardson.  the  Con- 
servatory of  Music,  and  the  School  of  Art  complete  the  organization  of  the 
University  as  it  stands  in  1905,  after  three  quarters  of  a  century. 


MARIETTA  COLLEGE 

BV   PKOF.    H.   L.    WARREX. 

This  noted  institution  is  the  outgrowth  of  the  sentiment  of  the  original  set- 
tlers of  the  town,  who  went  there  from  New  England,  and  who  demanded  for 
their  children  that  which  they  themselves  had  received  in  their  Eastern  homes,  a 
liberal,  classical  education.  On  April  29,  1797,  the  citizens  put  their  ideas  into 
practical  form  by  erecting  the  old  Muskingum  Academy,  which  stood  on  Front 
street,  just  north  of  the  Congregational  church.  Here,  for  over  a  quarter  of  a 
century,  the  classics  and  other  high  school  branches  were  taught.  The  Academy's 
first  preceptor  was  David  Putnam,  grandson  of  General  Israel  Putnam,  and  a 
graduate  of  Yale  College.  In  later  years  came  Marietta  College  as  a  descendent 
of  this  Academy.  The  year  1830  saw  established,  by  the  Rev.  Luther  G.  Ring- 
ham,  the  Institute  of  Education.  It  embraced  four  departments,  the  two  higher 
being  known  as  the  "High  School"  and  the  "Ladies'  Seminary."  In  1831  Mr. 
Mansfield  French  became  associated  in  partnership  with  Mr.  Bingham,  and  in 
1832,  after  the  high  school  had  been  in  operation  about  a  year  and  a  half,  at  the 
instance  of  Messrs.  Bingham  and  French,  an  advisory  board  of  trust  was  ap- 
pointed, and  on  November  22,  following,  a  meeting  was  held  at  which  action  was 
taken  for  the  incorporation  of  the  institution  under  the  name  of  the  "Marietta 
Collegiate  Institute  and  Western  Teachers'  Seminary,"  the  charter  being  obtained 
December  17,  1832.  On  the  i6th  of  January,  1833,  the  organization  was  per- 
fected with  John  Cotton,  M.  D.,  as  President;  Douglas  Putnam,  Secretary:  John 
Mills.  Treasurer.  On  October  16,  1833,  the  institute  was  opened  in  a  large 
new  building  on  the  college  campus.  The  charter  secured  in  December.  1832. 
was  defective,  as  it  gave  no  power  to  confer  degrees,  and  in  having  a  clause 
allowing  the  legislature  to  repeal  it.  In  February,  1835,  ^  "^w  charter  was  granted 
by  the  State,  giving  the  requisite  power  to  confer  degrees,  and  without  the  objec- 
tionable clause  authorizing  a  repeal.  The  name  was  also  changed  from  the 
"Marietta  Collegiate  Institute  and  Western  Teachers'  Seminary,"  to  "Marietta 
College."  Shortly  after  this  the  Rev.  Joel  H.  Lindsley,  then  pastor  of  the  Park 
Street  Church,  Boston,  Massachusetts,  was  elected  to  the  presidency.  Thus, 
when  the  fall  session  of  the  institution  was  opened  as  Marietta  College  in  1835. 
the  faculty  consisted  of  five  members :  a  president,  who  had  charge  of  the  depart- 
ment of  Moral  and  Intellectual  Philosophy ;  a  profesor  of  Greek  and  Latin :  a 


EDUCATIONAL  HISTORY  OF  OHIO  371 


professor  of  Mathematics  and  Xalural  l'hilos()])liy  :  a  professor  of  Rhetoric  and 
Political  Economy,  and  a  principal  of  the  Preparatory  Department. 

The  colkfje  was  founded  in  the  interests  of  religion  as  well  as  education. 
The  trustees  in  their  first  statement,  issued  August,  1833,  said :  "The  board 
wish  it  to  l)e  distinctly  understood  that  the  essentia!  doctrines  and  duties  of  the 
Christian  religion  will  he  assiduously  inculcated,  hut  no  sectarian  peculiarities  of 
belief  will  be  taught."  This  Ijroad  Christian  attitude  has  been  maintained  ever 
since.  The  college  is  distinctly  non-sectarian ;  four  different  denominations  are 
reijresented  in  its  board  of  trustees,  and  four  in  its  present  Faculty.  On  the  other 
hand  the  Christian  ideal  is  held  most  firmly  and  endeavor  is  made  to  influence 
positively  the  young  people  who  study  there. 

The  college  buildings  are  of  the  most  completely  a]5pointed  character.  The 
present  dormitory  building  was  begun  by  Messrs.  IJingham  and  I'rench  in  1832, 
and  completed  by  the  trustees  of  the  College  Institute  in  1833.  Until  1850  it 
served  all  the  requirements  of  the  institution  and  it  has  been  in  continuous  service 
up  to  the  present  time.  The  original  cam])us  consisted  of  a  strip  150  feet  wide, 
running  from  Fourth  to  Fifth  streets.  There  were  then  three  dwelling  houses 
on  the  I'ourth  street  side  of  the  square,  besides  an  adjacent  brick  mill.  In  the 
winter  of  1834-5  the  house  of  William  Todd,  near  the  corner  of  Putnam  and 
Fourth,  was  purchased.  It  was  used  until  1870  as  the  President's  home,  and  for 
students'  quarters  until  1874.  when  it  was  demolished.  The  lots  south  of  the 
original  college  yard,  together  with  a  lirick  dwelling  house  built  in  1817,  were 
bought  in  1836.  This  house  was  used  by  the  Preparatory  Department  from  1870 
until  the  erection  of  .'\ndrews"  Hall,  in  1891.  Prior  to  that  the  department  had 
occupied  the  brick  mill  building  on  Putnam  street,  which  was  razed  in  1869. 
Erwin  Science  Hall,  begun  in  1845.  ^^■'*s  first  occupied  by  the  college  in  1850. 
The  Library  or  Alumni  Memorial  building  was  erected  in  1870.  .Andrews'  Hall 
in  1891.  .All  of  these  buildings  were  constructed  almost  e.xclusivelv  with  home 
funds.  What  money  was  obtained  abroad  was  used  for  the  support  of  the  pro- 
fessors and  for  kindred  purposes.  The  college  property  was  further  enlarged 
by  the  purchase  of  the  athletic  field  in  i8yo,  and  of  the  observatory  and  connecting 
lots  on  Fifth  street  in  1892.  The  house  on  Fifth  street,  forme-ly  occupied  b)- 
e.\-President  .Andrews,  after  being  used  for  some  years  as  a  boarding  house  for 
young  men,  was,  in  1901,  transfonried  into  a  home  for  the  young  women  students 
from  out  of  town.  In  1882.  William  Chamberlain  CJurley  interested  a  number  of 
gentlemen  in  the  study  of  astronomy.  .A  company  was  formed  and  an  observa- 
tory built  the  same  year.  This  became  the  property  of  the  college  in  1890  and 
was  afterward  removed  to  its  present  site.  Mr.  Gurley  became  the  Director  in 
1891.  and  held  the  position  until  1898.  The  college  has  had  a  library  since  its 
foundation.  In  1838  it  contained  3.000  volumes,  and  the  growth  of  the  college 
has  been  steady  since  that  time.  In  i860  there  were  17.000  volumes;  in  1885. 
33.000  volumes,  while  to-day  there  are  over  60,000,  making  it  the  largest  insti- 
tutional library  in  Ohio,  and  excelled  by  only  five  west  of  the  Alleghanies.  The 
manuscript  materials  of  the  library  are  numerous  and  of  great  value.  They  in- 
clude the  records  of  the  Ohio  Company,  and  many  journals  and  letters,  belonging 
to  the  pioneer  days. 


372  EDUCATIONAL  HISTORY   OF  OHIO 

Financially,  the  college  was  never  in  so  adequate  a  condition  as  at  present, 
though  needing  much  more  to  provide  for  its  maintenance  and  promote  its  growth. 

Marietta  has  a  museum  of  great  interest  and  value,  although  lacking  suffi- 
cient space  for  proper  display. 

The  presidents  of  the  college  were  as  follows:  Dr.  Joel  H.  Linsley,  1835-46; 
Rev.  Henry  Smith,  1846-55,  Rev.  Israel  Ward  Andrews,  1855-85  :  John  Eaton, 
1885-91:  Rev.  John  W.  Simpson,  1891-96;  Professor  Joseph  H.  Chamberlin, 
acting  president,  1896-1900.  In  June,  1900,  Rev.  Alfred  T.  Perry  was  elected 
president,  and  continues  in  that  incumbency. 

The  graduates  of  a  college  make  its  reputation,  and  Marietta  has  reason  to  be 
proud  of  the  record  of  her  sons.  Although  there  have  been  no  Presidents  of  the 
United  States  among  her  alumni,  there  are  two  governors,  William  Irwin,  gov- 
ernor of  California,  1875-79;  A.  B.  White,  governor  of  West  Virginia.  1901. 
Four  have  been  members  of  Congress  and  ten  members  of  State  legislatures. 
Goshorn,  "54,  Director-Cieneral  of  the  Centennial  Exposition:  Loomis,  "83,  Min- 
ister to  \'enezuela ;  Dawes,  '84,  Comptroller  of  the  Currency,  are  illustrations  of 
high  political  advancement  in  'other  lines.  Two  hundred  and  seven  graduates 
have  become  ministers,  twenty  of  them  foreign  missionaries:  117  lawyers,  68 
physicians,  104  teacliers,  among  them  eight  college  presidents  and  36  college  pro- 
fessors. 

Marietta  was  represented  in  the  Civil  War  by  93  alumni,  40  of  whom  won 
commissions.  The  college  has  two  literary  societies,  formed  in  1839,  the  Alpha 
Kappa  and  Psi  Gamma. 

In  1890,  Rev.  John  L.  IMills,  for  many  years  a  professor  in  the  college,  estab- 
lished the  Elizabeth  College  for  Women.  It  was  always  in  close  affiliation  with 
the  college,  and  in  1893  passed  into  the  control  of  the  latter  as  the  Marietta  Col- 
lege for  Women.  On  account  of  the  expense  involved  in  maintaining  two  inde- 
pendent institutions  under  one  management  a  consolidation  was  effected  in  1897, 
the  young  women  being  admitted  to  the  college,  which  then  became  co-educa- 
tional in  the  fullest  sense.  From  the  beginning  it  has  been  necessary  to  have  a 
preparatory  department  connected  with  the  college,  because  the  schools  do  not 
give  adequate  preparation  for  a  college  of  this  high  grade,  and  for  this  purpose  the 
Academy  was  instituted. 

The  progress  of  Marietta  has  been  substantial  and  steady,  its  traditions  are 
good,  its  customs  sober  and  cultivated,  and  those  who  studv  there  receive  a  cor- 
responding elevation  of  spirit  and  morals. 

WITTENBERG  COLLEGE 

BY  DR.    CH.ARLES  G.    HECKERT. 

The  first  step  toward  the  founding  of  Wittenberg  College  was  taken  by  the 
East  Ohio  Synod  of  the  Lutheran  Church  in  the  fall  of  1842,  when  a  committee 
was  appoined  to  suggest  a  name  and  place  for  such  an  institution.  The  decision 
as  to  the  place  finally  rested  between  Wooster  and  Canton,  Ohio,  the  former  at 
last  being  selected.  A  charter  was  secured  from  the  State,  and  the  work  of 
building  up  a  college  was  entrusted  to  the  Rev.  Ezra  Keller,  who  was  at  that 


EDUCATIONAL  HISTORY  OF  OHIO 


373 


time  a  pastor  at  Hagerstown,  Maryland.  Soon  after  his  arrival  the  young  insti- 
tution was  removed  to  Springfield,  Ohio,  and  in  1845,  under  a  second  charter. 
Wittenberg  College,  as  it  is  today,  came  into*  being. 

Seventeen  donated  acres  formed  the  nucleus  of  the  present  campus  of  forty 
acres,  and  the  work  of  building  was  promptly  begun.  Instruction,  however,  was 
started  at  once  in  the  First  Lutheran  Church  of  this  city,  the  total  enrollment 
for  the  first  day  being  nine.  By  the  end  of  the  year  this  had  reached  the  impres- 
sive total  of  seventy-one.  The  attendance  increased  from  year  to  year  during 
the  four  years  of  s])lendid  fundamental  work  done  by  President  Keller,  who,  at 
the  early  age  of  thirty-six,  had  accomplished  all  of  his  earthly  work. 

For  twenty-five  years  the  destiny  of  the  institution  was  controlled  bv  the 
scholarly  oversight  of  its  second  President,  Dr.  Samuel  Sprecher,  who  still  sur- 
vives at  San  Diego,  California,  in  his  ninety-fifth  year.  During  his  administration 
the  large  dormitory  for  boys  was  completed,  and  an  endowment  fund  sufficient 
for  the  less  exacting  demands  of  those  times  was  raised. 

"When  the  guns  at  Sumter  thundered  the  prologue  of  our  national  tragedy, 
fifty-two  loyal  collegians  transferred  their  allegiance  from  the  Muses  to  Mars, 
and  demonstrated  on  tb.e  field  of  battle  that  culture  does  not  thin  the  blood  or 
dull  the  edge  of  resolution." 

The  year  1874  brought  the  introduction  of  co-education,  and  since  that  time 
the  young  ladies  have  shared  in  all  the  victories  and  defeats  incident  to  college 
life.  The  same  year  also  terminated  the  long  administration  of  F'resident 
Sprecher,  who  yet  remains,  after  thirty  years,  professor  emeritus  of  systematic 
divinity. 

For  seven  years  Dr.  J.  B.  Helwig  guided  the  afifairs  of  the  growing  insti- 
tution. These  years  were  marked  by  the  rejection  of  a  serious  proposition  to 
remove  the  institution  to  Mansfield,  Ohio.  There  was  also  a  determined  effort 
for  the  erection  of  the  new  Recitation  Hall.  This  movement  was  not  completed 
until  after  the  resignation  of  Dr.  Helwig,  who  was  compelled,  because  of  ill 
health,  to  retire  from  his  office. 

During  the  incumbency  of  Dr.  S.  A.  Ort,  the  fourth  President  of  Witten- 
berg, buildings  of  modern  equipment  were  erected  in  ])leasing  succession.  In 
1886,  Recitation  Hall  was  dedicated;  in  1887,  I-'erncliff  Hall,  for  the  accommo- 
dation of  the  young  ladies;  in  1889,  Hanna  Divinity  Hall,  for  the  work  of  the 
theological  school;  also,  in  1889,  the  Ciynmasium ;  in  1892,  the  Zimmerman 
Library. 

During  these  years  of  President  Ort's  administration,  notable  additions  were 
made  to  the  endowment  funds  of  the  college,  including  special  gifts  for  the 
endowments  of  chairs.  In  1900,  Dr.  Ort  resigned,  and  since  that  time  has  been 
professor  of  philosophy  and  systematic  theology. 

The  administration  of  President  J.  ^L  Ruthrauiif  was  a  very  lirief  one. 
extending  through  but  little  more  than  a  year  of  actual  service.  His  death,  in 
£902,  was  sudden  and  greatly  regretted  by  all. 

The  sixth  jiresident.  Dr.  Charles  (].  Heckert,  has  just  closed  the  second  year 
of  his  administration.  It  is  his  purpose  to  carry  out  along  conservative  lines 
the  wise  and  progressive  methods  of  his  predecessors.     There  have  already  been 


374  EDUCATIONAL  HISTORY   OF   OHIO 

additions  to  the  teacliini;-  force  and  a  very  large  addition  to  the  endowment 
through  the  bequest  made  by  a  friend  of  the  college.  The  Faculty  is  composed 
of  men  who  are  thoroughly  modern  in  their  methods,  many  of  them  graduates  of 
the  best  universities  of  this  country  and  Europe.  In  addition  to  the  regular 
classical  and  scientific  courses,  there  are  schools  of  music  and  art  efficiently 
organized.     The  attendance  is  slowly  increasing. 

The  Theological  School  in  connection  with  Wittenberg  College  prepares 
men  for  the  preaching  of  the  gospel  in  accordance  with  the  doctrines  of  the 
Evangelical  Lutheran  Church.  There  are  usually  from  twenty-five  to  thirty 
students  in  attendance.  This  school  of  the  prophets  has  been  a  very  efficient 
helper  in  the  work  of  the  church  throughout  the  State  of  Ohio.  Indiana,  Ken- 
tucky, Illinois  and  Michigan.  Indeed,  the  graduates  are  to  be  found  in  many  of 
the  states  of  the  union,  as  well  as  in  foreign  lands. 

Another  is  responsible  for  the  following  sketch  of  the  physical  Wittenberg: 
"The  campus  comprises  about  forty  acres.  It  is  delightfully  and  picturesquely 
billowed  with  wooded  slopes.  From  Ferncliflf  avenue  the  main  walk  mounts 
abruptly  to  the  stately  old  dormitory.  A  carriage  road  diplomatically  avoids  the 
slopes,  and,  flanking  the  dormitory,  describes  a  wide  arc  past  professors'  residences 
to  the  Hanna  Divinity  Hall,  a  beautiful  modern  structure,  poised  like  an  archi- 
tectural benediction  on  the  loftiest  knoll  overbrooding  the  campus.  About  one 
hundred  yards  south  sits  the  Zimmerman  Library,  the  gem  of  the  group.  To 
the  right  is  the  gymnasium,  unpretentious  but  serviceable.  About  half  way  down 
the  slope  looms  Recitatioii  Hall,  much  the  most  stately  structure  on  the  ground! 
At  the  foot  of  the  hill  FernclifT  Hall,  for  the  accommodation  of  the  young  ladies, 
flanks  the  Conservatory  of  Music,  and  the  circle  is  coni])lete." 


CHAPTER  XXVIII 


PUBLIC   SCHOOLS 


PUBLIC   SCHOOLS 

PUBLIC  SCHOOLS  OF  CLEVELAND 

11 Y    PROK.    H.    L.    WARREN. 

CHESE  schools  have  long  had  not  only  a  national,  InU  a  world-wide  repu- 
tation among-  educators  for  the  supreme  excellence  to  which  they  have 
attained.  The  standard  maintained  by  the  teachers  is  of  the  highest, 
the  buildings  are  models  of  architectural  beauty  and  elegance,  their  equipment 
representative  of  the  most  advanced  twentieth  century  ideas.  All  this  to  the 
honor  and  glory  of  the  Buckeye  State  in  general,  and  the  prestige  of  the  Forest 
City  in  particular. 

It  was  in  1836  that  the  first  free  school  was  opened  in  Cleveland:  for  the 
forty  years  previous  private  schools  of  various  degrees  of  merit  were  the  only 
sources  of  education  for  the  young,  and  the  schoolmaster  of  the  pioneer  days 
was  equipped  with  but  little  more  than  a  spelling  book  and  the  inevitable  accom- 
panying birchrod  to  direct  his  pupils  to  the  paths  of  learning.  According  to  the 
work  written  by  William  J.  Akers.  author  of  "Cleveland  Schools  in  the  Nine- 
teenth Century,"  and  who  made  exhaustive  researches  into  his  subject,  the  first 
school  was  opened  about  1800  for  the  five  children  of  the  three  families  then 
in  Cleveland.  In  1810  the  pojjulation  had  grown  to  57.  In  those  frontier  days 
Sarah  Doan  had  charge  of  a  school  conducted  in  a  log  cabin  near  the  Kingsbury's, 
on  the  Ridge  Road,  and  Squire  SpalTord's  daughter  Clara  taught  in  Alonzo 
Carter's  log  cabin,  the  number  of  scholars  in  both  schools  not  exceeding  25.  In 
1814  school  was  taught  b}'  a  Mr.  Capman,  who  used  a  small  frame  building  on 
the  Case  lot,  the  pupils  all  being  small.  The  Rev.  Stephen  Peet  and  a  Mr.  Foote 
conducted  schools  in  1814-15,  winter  sessions.  In  an  address  in  the  "Annals  of 
the  Early  Settlers'  Association,"  Samuel  Williamson  tells  of  going  to  school  in 
a  barn  which  stood  back  of  the  American  House,  where,  on  an  occasion  remem- 
bered by  him,  a  severe  storm  of  wind,  hail  and  rain  blew  through  the  cracks  and 
knot-holes,  compelling  the  teacher  to  break  up  school  for  the  day.  .Afterward 
a  school  was  kept  in  a  shed  which  later  became  the  site  of  the  Commercial  Build- 
ing, and  a  school  also  was  taught  by  Benjamin  Carter  in  a  little  old  building  on 
Water  street.  Of  early  schoolhouses  in  the  country  adjacent  to  the  village  of 
Cleveland,  one  was  on  Fairmount  street,  another,  a  big  log  house  (built  1822), 
on  Giddings  avenue.  In  18 16  a  wooden  school  building  was  erected,  in  a  grove 
of  oak  trees,  on  the  east  side  of  the  lot  now  occupied  by  the  Kennard  House,  on 
St.  Clair  street.  There  were  six  windows  in  the  building,  placed  too  high  for 
the  pupils  to  look  out.  This  was  the  first  school  projjerty  owned  by  Cleveland  as 
a  corporation.  But,  while  the  village  owned  the  property,  a  free  public  school 
was  not  conducted  there.  Qualified  teachers  were  given  the  sole  management 
of  the  school,  rent  free,  and  as  only  the  very  poor  were  admitted  without  tuition, 
it  was  practically  a  private  school.     There  were  24  scholars  in  attendance  the 


378  EDUCATIONAL   HISTORY   OF   OHIO 


first  session,  and  the  first  teacher  was  Luther  M.  Parsons,  who  was  paid  $190.00 
for  six  months"  service,  and  boarded  by  the  inhabitants. 

In  1821,  a  higher  grade  school  becoming  necessar}-,  the  citizens  built  a  t\"0- 
story  brick  building,  which  rejoiced  in  the  imposing  title  of  the  "Cleveland  Acad- 
emy." It  was  about  45  feet  long  and  25  feet  wide,  and  its  center  was  surmounted 
by  a  bell  tower.  This  school  was  opened  on  June  26.  1832,  the  Rev.  William 
AIcLane  being  the  first  teacher.  His  tuition  charges  were :  Reading,  spelling 
and  writing,  $1.75  per  term  of  twelve  weeks:  grammar  and  geography.  $1.00; 
Greek,  Latin  and  mathematics,  $4.00.  Private  schools  were  conducted  in  the 
academy  for  some  fifteen  years,  and  there  were  also  quite  a  number  of  private 
primary  schools  in  the  town. 

Cleveland's  first  public  school  was  conducted  in  the  old  Bethel  Chapel,  corner 
Diamond  and  Superior  street  hill,  in  1836,  and  was  the  outgrowth  of  a  Sunday 
school  which  had  been  established  by  Sarah  Van  Tyne.  in  an  old  basement  in 
the  slums,  near  the  river.  The  school  was  for  the  poor  only,  and  supported 
entirely  by  charity.  Cleveland  becoming  chartered  as  a  city  in  1836,  the  Common 
Council,  under  that  charter,  was  authorized  to  establish  a  school  system.  It  was 
provided  that  each  ward  should  constitute  a  school  district  until  such  time  as 
the  City  Council  made  a  division  of  any  ward  into  two  or  more  school  districts. 
The  Council  was  given  right  to  purchase  or  secure  by  donation  a  lot  of  land  in 
each  school  district  as  sites  for  school  houses,  and  to  erect  in  each  district  a 
substantial  schoolhouse.  .\  Board  of  School  Managers  was  created,  which  was 
required  to  cause  a  school  to  be  kept  in  each  school  district  for  at  least  six 
months  of  the  year,  and  to  make  such  regulations  for  the  government  and  in- 
struction of  the  white  children  in  the  city  as  .should  be  proper  and  expedient. 
The  members  should  examine  and  employ  teachers ;  fi.x  the  teachers'  salaries, 
subject  to  the  approval  of  the  Council :  make  repairs  on  schoolhouses  and  pur- 
chase supplies,  but  subject  to  the  consent  of  the  Council,  when  the  supplies  or 
repairs  exceeded  ten  dollars  a  year.  At  the  close  of  each  year  they  were  required 
to  certify  to  the  Council  the  expense  incurred  in  the  sup]5ort  of  the  schools.  To 
raise  money  for  the  schools  the  Council  was  authorzed  to  levy  a  tax  of  one  mill 
for  Iniildings  and  sites,  and  one  mill  for  the  expenses  of  operating  the  schools. 
During  the  first  quarter,  ending  September  22.  1836,  229  children  received 
instruction  at  an  expense  of  $131.12.  An  important  action  in  the  history  of  the 
schools  was  taken  by  the  Council  October  5,  1836,  when  the  first  Board  of  School 
Managers  was  appointed,  the  members  being  John  W.  Wiley,  Anson  Hayden, 
Daniel  Worley.  From  this  time  on  great  attention  was  given  to  and  constant 
progress  made  in  the  ]niblic  school  system  of  the  city,  though  for  some  years  the 
buildings  were  inadequate  to  accommodate  the  numbers  that  clamored  for  admis- 
sion as  pupils. 

On  March  29,  1841,  the  Council  elected  as  School  Managers  for  the  ensuing 
year:  Charles  liradburn,  Ceorge  Willey,  Charles  Stetson  and  Madison  Kelley, 
The  two  first  named  have  had  more  to  do  with  the  upbuilding  of  the  public  schools 
of  Cleveland  than  any  others  who  have  ever  been  associated  with  the  schools  in 
any  way,  and  Charles  Bradhurn  is  known  as  "the  father  of  the  Cleveland  schools." 
The  two  men  worked  in  tmison.     Mr.  liradburn  attended  to  the  business  interests 


EDUCATIONAL  HISTORY   OF   OHIO 


379 


of  the  schools,  and.  more  lliaii  any  one  else,  must  be  given  credit  for  the  school 
buildings  erected  and  the  wonderful  i)rogress  the  schools  made  during  the  twenty 
years  he  devoted  to  them.  .Mr.  Willey  gave  more  attention  to  the  educational 
side,  and  his  reports  to  the  Council  as  acting  manager  are  full  of  recommendations 
for  improving  the  work  in  the  several  schools. 

Charles  Jlradburn,  to  whom  the  schools  owe  so  much,  and  who  founded  the 
first  free  high  school  in  the  West,  was  born  in  .Attleboro,  Massachusetts,  July  16, 
1808,  his  father  being  a  cotton  manufacturer;  his  mother  died  when  he  was  but 
seven  years  old.  .\t  the  age  of  16  he  became  an  apprentice  in  the  Lowell  machine 
shop,  and  three  years  later  was  graduated  with  a  diploma  from  the  Middlesex 
Mechanics'  Association.  After  serving  for  two  years  as  journeyman,  he  entered 
the  classical  school  of  Professor  Coffin,  at  Ashfield,  Mass.  On  leaving  there  he 
returned  to  his  trade,  and  also  began  manufacturing.  Later  he  conducted  a  store 
in  Lowell.  In  1836  he  migrated  with  his  family  to  Cleveland,  where  he  engaged 
in  the  wholesale  and  retail  grocery  business.  His  trade  increased  rapidly,  and  in 
1840  he  built  a  large  warehouse  at  the  foot  of  St.  Clair  street,  and  gave  up  the 
retail  end  of  his  business.  .At  the  same  time  he  established  a  distillery  on  the 
west  side  of  the  river.  He  filled  many  important  ]mblic  offices,  and  to  his  efforts, 
made  in  the  face  of  ])ersistent,  powerful  opjiosition,  the  Central  High  School 
owes  its  early  estalilishment.  He  died  August  20,  1872.  In  the  early  sixties  he 
wrote:  "After  a  life  almost  as  long  as  is  allotted  to  man,  the  only  thing  I  find 
to  glory  in  is  having  been  able  to  render  some  service  to  the  cause  of  popular  educa- 
tion ;  to  be  called  by  so  many  of  our  ablest  educators  'the  father  of  our  public 
schools  is  glory  enough  and  amjilc  compensation  for  many  years  of  hard  labor 
and  the  expenditure  of  much  money  in  the  cause." 

Mr.  liradburn's  colleague,  (leorge  Willey,  was  born  in  I'oston,  Mass.,  son, 
of  Xewton  Willey,  a  prominent  iron  merchant  and  ship  owner.  He  attended  the 
Boston  public  schools  uj)  to  his  fourteenth  year,  and  on  the  death  of  his  father 
studied  at  Jefferson  College,  Pennsylvania,  under  the  guardianship  of  his  uncle, 
Judge  John  W.  Willey.  ( )n  graduating  he  went  to  Cleveland,  and  studied  law 
with  Judge  Willey,  later  .going  into  the  law  office  of  IJolton  &  Kelley.  .-\dmitted 
to  the  ba"-  in  7842  he  formed  a  partncrshi])  at  once  with  John  E.  Carey,  with 
whom  he  was  associated  for  many  years.  .-\n  able  jury  lawyer,  and  an  eloquent 
speaker,  a  profound  scholar,  his  career  was  a  most  prominent  one.  Under  Pres- 
ident (irant  Mr.  Willey  served  as  U.  S.  District  .\ttorney  for  the  Northern  Dis- 
trict of  Ohio,  for  eight  years.    He  died  December  29,  1884. 

In  1842  there  were  fifteen  schools  in  Cleveland,  with  1,200  pupils,  and.  in 
some  instances,  100  scholars  were  crowded  together  in  one  room.  Male  teachers 
received  $40  a  month  :  female  teachers  five  dollars  per  week.  The  school  years 
of  1846-7  were  made  memorable  in  the  history  of  schools  by  the  founding  of  the 
Central  high  school,  the  first  jniblic  high  school  in  Ohio.  Rooms  for  the  purpose 
were  rented  in  the  liasemcnt  of  the  Universalist  church,  and  .Andrew  Freese,  of 
the  Prospect  school,  was  made  jirincipal,  at  a  salary  of  $500  a  year.  .Andrew 
Freese,  who.  later,  was  the  first  superintendent  of  the  Cleveland  public  schools, 
was  born  in  Levant,  Penobscot,  Maine,  November  i,  1816.  His  father,  a  farmer, 
was  unable  to  give  his  son  a  college  education,  and  the  latter,  therefore,  entered 


38o  EDUCATIONAL  HISTORY  OF  OHIO 

upon  the  work  of  teaching  in  order  to  raise  money  for  that  purpose.  He  con- 
tinued to  teach  and  study  until  his  college  course  was  completed,  when  he  took 
up  the  study  of  the  best  systems  of  education,  examined  the  best  school  buildings 
in  the  country,  taking  plans  of  their  construction  and  models  of  their  furniture. 
He  went  to  Cleveland  in  1840,  was  engaged  by  the  school  managers,  and  quickly 
became  the  recognized  head  of  the  schools.  During  his  early  years  in  Cleveland 
he  was  paid  $500  a  year ;  later,  a  principal  of  the  high  school  and  superintendent 
of  schools  combined,  he  was  paid  $1,300:  still  later,  as  superintendent  alone,  he 
was  given  the  same  salary.  He  retired  from  the  latter  ])osition  in  1861,  and  after 
teaching  in  the  Eagle  street  school  for  a  time,  he  again  became  principal  of  the 
high  school  in  1868,  resigning  in  1869  owing  to  ill  Iiealth.  The  schools  of  Cleve- 
land owe  much  of  their  present  excellence  to  his  labors,  which  covered  a  quarter 
of  a  century. 

The  school  year  of  1850-1  was  a  prosperous  one  for  Cleveland's  public 
schools.  New  buildings  were  erected,  the  schools  were  graded,  a  library  started, 
additional  teachers  employed,  and  the  number  of  ))upils  greatly  increased.  An 
intermediate  department  was  added  to  the  schools,  giving  them  four  depart- 
ments: —  Primary.  Intermediate.  Senior,  and  Central  High.  There  were  ten 
schools  in  the  Primary  department,  ten  teachers;  837  scholars:  in  the  intermediate 
department  eight  schools,  eight  teachers,  680  scholars :  in  the  senior  department 
six  schools,  12  teachers,  697  scholars,  and  90  scholars  in  the  Central  high  school. 
The  first  class  that  was  graduated  from  the  Central  high  school  received  diplomas 
at  the  conclusion  of  the  spring  term  of  school  in  1855,  there  being  ten  members 
in  the  class. 

( )n  Deceml)er  24.  1856.  the  council  authorized  the  establishment  of  an  indus- 
,trial  school,  and  soon  after  this  school  was  started.  In  1859  the  State  Legislature 
passed  a  law  "to  provide  for  the  regulation  and  support  of  the  common  schools 
in  the  city  of  Cleveland."  and.  among  other  things  the  new  law  jjrovided  that  the 
schools  should  be  in  charge  of  a  "Board  of  Education."  to  l)e  elected  by  the 
people.  The  first  Board,  elected  April  5,  1859.  was  conijxysed  of  Charles  Brad- 
burn,  Alleyne  Maynard,  Dr.  Charles  S.  Reese,  William  H.  Stanley.  Xathan  Payne, 
W.  P.  Fogg.  Lester  Hayes,  Rev.  J.  .A.  Thome,  T.  B.  Pratt,  Daniel  P.  Rhodes  and 
George  R.  ^"aughan.  The  Dr.  Lewis  system  of  gymnastics  was  introduced  into 
all  the  schools  during  the  year  of  1861-2,  and  the  teachers  employed  a  professional 
instructor  and  equipped  themselves  to  teach  the  system. 

During  the  summer  of  1863  the  P)Oard  of  Education  elected  the  Rev.  Dr. 
Anson  Smyth  superintendent  of  the  schools.  ISefore  going  to  Cleveland  he  was 
for  four  years  superintendent  of  the  Toledo  schools,  for  six  years  State  school 
commissioner,  and  later  editor  of  the  magazine  known  as  the  ( )hio  School  Journal. 
As  superintendent  he  introduced  many  reforms  and  valuable  improvements.  At 
the  commencement' of  the  school  year  of  1864-5  W.  W.  Partridge  was  employed 
as  a  teacher  of  vocal  nuisic.  He  instructed  the  pupils  of  all  the  schools,  except 
the  primary  schools,  giving  one-half  of  his  time  to  elementary  instruction.  The 
first  teachers'  meetings  were  held  during  superintendent  Smyth's  administration, 
attendance  of  all  teachers  at  these  meetings  being  compulsory.  Instructions  were 
given  in  regard  to  teaching  and  discipline,  and  directions  and  notices  respecting 


EDUCATIONAL   HISTORY   OF   OHIO  381 

reports,  examinations,  etc..  were  communicated.  Addresses  were  made  by  the 
superintendent  and  outside  citizens  interested  in  the  schools.  On  one  evening  of 
each  week  a  meeting  of  the  princijjals  of  all  the  schools  was  held.  Rules,  prac- 
tices, teaching,  discipline  and  other  matters  connected  with  the  schools  were  dis- 
cussed. In  1865.  owing  to  the  increased  cost  of  living  at  that  time,  the  managers 
raised  the  salaries  of  all  the  teachers.  The  average  pay  of  male  teachers  was 
raised  to  $1,200  a  year,  and  of  female  teachers  to  about  $465  a  year.  There  were  15 
male  teachers  and  83  female  teachers  employed  in  1864-5.  Superintendent  Smyth 
retired  from  the  schools  at  the  close  of  the  school  year,  of  1866-67,  a"^'  there  was 
considerable  trouble  in  obtaining  a  new  superintendent.  The  Ijoard  finally  elected 
Andrew  J.  Rickoff  to  the  position.  The  latter  was  at  the  head  of  a  private  school  in 
Cincinnati,  and  had  been  superintendent  of  the  Cincinnati  public  schools.  He  had 
won  a  high  reputation  throughout  the  entire  country  as  an  educator.  During  the 
fifteen  years  he  was  superintendent  in  Cleveland,  he  did  more  to  build  up  the 
schools  than  any  other  su])erintendent  has  ever  done.  He  possessed  a  wonderful 
power  of  organization,  and  exerted  a  great  influence  upon  all  the  teachers  under 
him.  When  he  left  the  schools  they  ranked  as  equal  if  not  superior,  to  any  public 
schools  in  the  I'nitcd  States.  He  was  regarded  by  many  as  the  leading  public 
school  man  in  the  country.  He  thoroughly  revised  the  course  of  studv.  and  cor- 
rected many  evils  in  the  grading  of  the  schools. 

The  course  of  study  for  the  high  school  in  Cleveland  was  com])lctely  revised 
in  August,  1867.  Cp  to  the  \ear  1856  the  course  of  study  for  the  high  school 
was  devoted  entirely  to  the  work  of  obtaining  an  English  education.  In  1856  the 
course  was  modified  and  classics  introduced.  The  English  course,  however,  con- 
tinued to  be  the  leading  course.  I>y  degrees  the  classical  course  assumed  the  most 
prominent  position  in  both  high  schools.  The  majority  of  the  scholars  entered 
upon  the  classical  or  the  Latin  and  English  without  sufficient  preparation.  In  a 
few  months  these  scholars  generally  dropped  out.  In  the  course  adopted  in  1867 
the  study  of  ancient  languages  still  retained  a  prominent  position  in  the  course, 
but  it  was  made  subordinate  to  the  study  of  English  languages. 

.\  new  school  law  was  enacted  in  1868,  which  resulted  in  great  benefit  to  the 
public .  schools.  The  new  law  gave  the  Board  of  Education  absolute  control  of 
all  moneys  raised  for  school  purposes.  Under  the  old  law  the  board  was  really  a 
committee  of  the  city  council.  It  could  not  expend  more  than  $50  without  author- 
ity from  the  council.  .Among  other  things  the  new  law  did  away  with  the  "boards 
of  visitors."  For  a  number  of  years  previous  these  visitors  had  given  but  little 
attention  to  their  work,  and  in  consequence  it  was  decided  to  abandon  that  method 
of  supervision. 

In  1868  a  free  public  library  was  established,  and  was  formally  opened  to 
the  public.  February  17,  1869.  The  introduction  of  the  study  of  German  into  all 
of  the  grades  of  the  primary,  grammar  and  high  schools  was  the  feature  of  the 
school  year  of  1869-70.  Music  in  the  schools  was  also  put  upon  a  firm  footing 
in  that  year.  The  school  year  of  1870-71  was  one  of  wonderful  progress,  although 
no  new  features  were  introduced.  Separate  departments  for  the  teaching  of  elo- 
cution and  vocal  culture  and  composition  were  established  in  the  Central  High 
School  at  the  beginning  of  the  school  year  of  1873-4.     The  commencement  exer- 


382  EDUCATIONAL  HISTORY  OF  OHIO 

cises  of  the  high  schools  for  tlie  \far  closing-  June  30.  1874,  were  a  special  feature 
of  the  school  year.  They  were  attended  by  over  10,000  poe])le.  The  music  was 
furnished  by  a  chorus  of  800  of  the  best  trained  voices  of  the  grammar  and  high 
schools.  A  normal  school  for  the  training  of  teachers  was  organized  in  the 
Eagle  Street  School  building  in  the  fall  of  1874.  Under  the  direction  of  Super- 
intendent Rickoflf  a  very  creditable  exhibition  of  the  work  of  the  Cleveland  schools 
was  sent  to  the  Centennial  Exposition,  in  i'hiladelphia,  1876.  The  exhibition 
attracted  a  great  deal  of  attention,  and  received  favorable  comment  from  educa- 
tors all  over  the  land.    Several  medals  were  awarded  the  schools. 

An  important  action  taken  by  the  Board  of  Education  with  reference  to  the 
normal  school  during  the  school  year  ending  in  1877,  was  the  adoption  of  the 
principle  '"that  inasmuch  as  the  existence  of  the  normal  school  is  justifiable  only 
on  the  ground  that  it  educates  and  trains  teachers  for  our  schools,  it  cannot  be 
made  a  place  for  the  general  education  of  those  who  have  no  natural  aptitude 
for  teaching."  The  rule  thus  adopted  by  the  board  was  followed  for  over  twenty 
years,  and  no  one  questioned  the  right  of  the  board  to  enforce  such  a  rule,  until 
Miss  Minnie  Brown,  in  1899.  denied  the  authority  of  the  superintendent  to  exclude 
her  from  the  normal  school  on  the  ground  that  she  was  not  likely  to  make  a 
successful  teacher.  Miss  Brown  carried  the  matter  to  the  courts.  The  court 
ordered  her  reinstated  in  the  school,  and  declared  the  rule  illegal. 

The  new  Central  High  School  building,  located  on  Wilson  avenue,  was  comr 
pleted  during  the  school  year  of  1877-78,  and  was  dedicated  with  appropriate 
exedcises.  In  the  ten  years  from  1870  to  1880,  the  high  schools  had  made  a 
remarkable  growth.  In  1870  the  average  daily  attendance  in  the  two  high  schools 
was  210:  in  1880,  this  had  increased  to  813.  The  number  of  youth  of  school 
age  had  grown  during  the  ten  years  from  29,517  to  46,239. 

In  1882,  on  the  retirement  of  Andrew  J.  Rickoff.  15.  .V.  Hinsdale  became 
his  successor.  Mr.  Hinsdale  was  well  known  as  President  of  Hiram  College,  and 
a  writer  upon  educational  and  liistorical  subjects.  During  the  four  years  he 
served  as  superintendent  he  made  no  radical  changes  in  the  schools.     In  June, 

1884,  the  Board  of  Education  elected  the  su])erintendent,  the  supervisors,  the 
principals  of  the  high  schools,  and  the  principals  of  the  training  school,  for  terms 
of  two  years,  instead  of  for  terms  of  one  year  as  theretofore.  In  1886  A-Ir.  L.  W. 
Day  succeeded  B.  A.  Hinsdale  as  suijerintendent  of  schools.  He  had  been  con- 
nected with  the  schools  for  many  years  as  teacher  and  as  one  of  the  supervising 
principals. 

The  Cleveland  Normal  Training  School  Company  was  incorporated  June  2, 

1885,  for  "the  promotion  of  education  and  especially  for  the  establishment  and 
maintenance  of  a  school  of  manual  training,  where  pupils  shall  be  taught  the 
use  of  tools  and  materials,  and  instruction  shall  be  given  in  mechanics,  physics, 
chemistry  and  mechanical  drawing."  The  first  truant  officer  under  the  compulsory 
school  law,  was  George  E.  Goodrich,  who  was  elected  in  May,  1888.  In  1892 
Superintendent  Day  resigned  and  was  succeeded  by  Andrew  S.  Draper,  of  New 
York,  who  entered  upon  his  work  with  great  enthusiasm,  and  introduced  a  large 
number  of  changes  in  the  methods  of  doing  vv'ork. 


EDUCATIONAL   HISTORY   OF   OHIO  383 

The  Ohio  legislature,  on  March  8,  1892,  passed  an  act  for  the  reorganization 
of  the  Board  of  Education  of  Cleveland.  Under  this  act  all  legislative  authority 
is  vested  in  a  school  council  of  seven  members  elected  at  large,  and  all  executive 
authority  is  vested  in  a  school  director  elected  by  the  people.  The  first  director 
was  H.  O.  Sargent,  elected  in  April,  1892.  The  pupils  of  the  Cleveland  public 
schools  observed  "Columbus  Day,"  on  October  21,  1892,  that  being  the  400th 
anniversary  of  the  discovery  of  America  by  Columbus,  and  it  was  a  great  day  for 
Cleveland  and  its  public  schools.  The  public  schools  made  a  very  creditable 
exhibit  at  the  World's  Columbian  Exposition  at  Chicago,  1893,  and  were  awarded 
medals  and  diplomas.  At  the  close  of  Superintendent  Draper's  first  year  of  work 
in  Cleveland  he  prepared  a  detailed  course  of  study  for  the  schools.  It  covered 
over  ninety  closely  printed  pages.  The  new  course  of  study  attracted  attention 
throughout  the  country  and  was  widely  commented  upon.  Simple  science  work- 
was  introduced  into  the  lower  grades  at  the  beginning  of  the  year  1893-94,  and 
much  was  also  accomplished  during  this  year  in  the  way  of  introducing  manual 
training  into  the  lower  grades.  In  1894-95  a  deaf  and  dumb  school  was  opened 
which  was  attended  by  about  twenty  pupils.  John  H.  Geary,  who  was  totally 
deaf,  had  charge  of  the  school.  At  the  end  of  the  school  year  in  1894  Mr.  Draper 
resigned  as  superintendent,  to  become  president  of  the  State  University  of  Illinois. 
He  was  succeeded  by  Mr.  Louis  H.  Jones,  at  that  time  superintendent  of  schools 
at  Indianapolis.  Physical  culture  was  introduced  into  the  schools  during  the  year 
by  .\lr.  M.  S.  Hagar  and  Miss  R.  .Vnna  Morris,  the  former  having  charge  of  the 
grammar  departments,  the  latter  of  the  primary  and  normal  departments.  The 
present  superintendent  is  Edwin  l-ranklin  Moulton,  A.  M.,  a  sketch  of  whom 
appears  elsewhere  in  this  volume. 

The  Cleveland  or  federal  plan  by  which  Cleveland  schools  were  now  gov- 
erned was  now  attracting  much  attention  throughout  the  country.  Educators  were 
looking  for  a  ])Ian  of  school  government  which  would  secure  a  businesslike  ad- 
ministration, and  keep  the  schot^ls  out  of  politics.  Movements  were  on  foot  in 
Xew  York,  lioston,  lirooklyn,  Philadelphia,  Chicago,  and  other  cities,  looking  to 
reform  in  school  administration  along  the  lines  first  established  in  Cleveland. 
Two  years  previous  the  National  Educational  .\ssociation  had  appointed  a  com- 
mittee of  fifteen  to  rejiort  a  ])lan  for  the  reorganization  of  the  school  systems  in 
the  large  cities.  The  committee  reported  in  favor  of  all  the  important  features 
of  the  Cleveland  plan.  Free  kindergartens,  as  a  part  of  the  public  school  system, 
were  formally  opened  in  Cleveland  during  the  school  year  of  1896-97,  and  a  year 
later  eleven  of  these  were  in  operation.  In  1900  the  total  number  of  pupils  re<z- 
istered  in  all  the  schools  was  58,105,  the  average  daily  attendance,  45,699.8. 

The  public  school  buildings  of  Cleveland  are  a  source  of  pride  to  her  citizens, 
being  the  finest  to  be  found  anywhere.  To  keep  pace  with  the  growing  popula- 
tion about  three  of  these  schools  are  built  yearly ;  in  1903  there  were  eight  build- 
ings erected.    All  the  buildings  are  equipped  with  the  latest  hygienic  improvements. 

Mention  in  this  article  must  be  made  of  Harvey  Rice,  one  of  the  greatest 
promoters  of  education  in  Ohio.  He  was  born  in  Massachusetts,  January  11, 
1806,  graduated  from  Williams  College  in  1824.  and  in  the  same  year  removed 
to  Cleveland.     He  became  a  teacher  in  the  Old  Academy,  and  began  the  study  of 


384  EDUCATIONAL  HISTORY   OF  OHIO 

law  al  the  same  time  with  Reuhen  Wood,  a  leading  lawyer.  Two  years  later  he 
entered  into  partnership  with  Mr.  Wood.  In  1829  'Sir.  Rice  was  elected  justice 
of  the  peace,  and  a  member  of  the  State  legislature  in  1830.  Soon  after  he  was 
appointed  an  agent  for  the  sale  of  the  Western  Reserve  School  lands,  a  tract  of 
56,00a  acres,  and  in  three  years  had  sold  all  the  lands.  The  proceeds  amounted 
to  nearly  $150,000,  which  were  paid  into  the  State  treasury  for  the  exclusive 
benefit  of  the  Western  Reserve  schools.  In  1833  Mr.  Rice  was  appointed  clerk 
of  the  Common  Pleas  and  Supreme  Courts,  an  office  which  he  held  for  seven 
years.  In  1834  and  in  1836  he  was  the  Democratic  nominee  for  Congress,  but  his 
party  l)eing  largeh  in  the  minority,  he  was  defeated.  He  was  elected  to  the 
.State  Senate  in  1851  by  a  majority  of  700  votes,  and  became  an  influential  mem- 
ber of  that  bodv.  He  took  a  prominent  part  in  procuring  the  passage  of  an  act 
which  authorized  the  establishment  of  two  additional  lunatic  asylums  in  the 
State.  He  introduced  into  the  senate  and  secured  the  passage  of  the  school  law 
of  1853,  upon  which  the  common  school  system  of  Ohio  is  based.  This  law  was 
written  by  Dr.  Asa  D.  Lord,  Lorin  Andrews  and  M.  F.  Cowdery,  with  the  assist- 
ance of  Mr.  Rice  and  the  counsel  of  Horace  Mann.  The  Cleveland  Indu.strial 
School  was  formed  by  the  council  in  1857,  and  Mr.  Rice,  then  a  member  of  that 
body,  took  the  lead  in  establishing  it.  He  also  originated  the  jiroject  for  a  mon- 
ument to  Commodore  F^erry,  and  introduced  the  resolution  into  the  council,  author- 
izing the  erection  of  the  monument.  He  was  elected  a  memljer  of  the  Hoard  of 
Education  in  1861,  and  was  made  president  of  that  body.  In  1862  he  was  ap- 
pointed by  the  governor  of  the  State  a  commissioner  for  Cuyahoga  county  to 
conduct  the  first  draft  made  in  the  county  during  the  Civil  War.    He  died  in  1892. 

It  will  ]:ie  fitting  to  close  this  paper  with  the  tril)ute  paid  to  the  school  teachers 
of  Cleveland  by  Superintendent  Jones  : 

"The  teachers  of  Cleveland  deserve  and  have  the  substantial  confidence  of  the 
people  whose  children  attend  the  public  schools.  Creat  as  has  been  the  improve- 
ment in  the  actual  work  of  teaching,  the  greatest  increase  in  the  value  of  the 
work  done  in  the  public  schools  comes  from  the  general  influence  of  the  teacher 
operating  towafd  the  development  of  noble  character,  high  ideals,  and  correct 
conduct  on  the  part  of  the  pupils.  The  real  end  of  education  is  not  scholarship, 
but  character.  In  the  power  to  correlate  and  regulate  all  the  forces  which  go  into 
school  work  so  as  to  result  not  alone  in  scholarship,  but  in  that  clearness  of  intel- 
lect, purity  of  heart,  and  strength  of  will  which  constitutes  str(5ng  ])ers()na'ity, 
the  teachers  of  Cleveland  hold  a  deservedly  high  place." 

PUBLIC  SCHOOLS  OF  CINCINNATI 

BY    PROF.    H.    L.    WARREN. 

Cincinnati,  whose  public  schools  are  now  a  source  of  so  much  pride  to  her 
citizens,  enjoys  the  distinction  of  being  the  first  settlement  in  the  Northwest  Ter- 
ritory to  have  a  public  school  system.  Among  those  who  first  went  to  the  .settle- 
ment was  John  Filson,  a  teacher  who  added  to  his  attainments  those  of  surveyor 
and  civil  engineer,  who  one  day,  while  engaged  in  the  dangerous  calling  of  lay- 
ing out  new  additions  or  sub-divisions,  was  either  killed  or  carried  away  captive 


EDUCATIONAL  HISTORY  OF  OHIO  385 


by  the  Indians.  His  fate  did  not  deter  the  coming  of  other  schoolmasters,  and  by 
the  second  decade  there  were  several  schools.  In  the  first  decade  of  the  nineteenth 
century  the  Cincinnati  College  was  organized,  and  it  proved  an  influential  power 
in  the  encouragement  of  intellectual  pursuits.  The  precise  location  of  the  first 
school  house  in  Cincinnati  cannot  be  given  except  in  general  terms ;  that  it  was 
near  Fort  Washington.  It  is  said  a  room  in  the  fort  was  the  first  school  house. 
At  any  rate,  the  presence  of  Indians  caused  the  school  to  be  located  where  it 
could  be  watched.  Tradition  says  Congress  and  Lawrence  streets  was  the  first 
site;  also  that  a  school  house  stood  just  back  of  312  Broadway  (now  the  Natural 
History  Society  Building),  while  another  report  says  it  stood  on  Main  street,  near 
the  public  landing.  According  to  Judge  Burnet:  "On  the  north  side  of  Fourth 
street,  opposite  where  St.  Paul's  church  now  stands,  there  stood  a  frame  school 
house,  enclosed  but  unfinished,  in  which  the  children  of  the  village  were  in- 
structed." This  latter  statement  is  authentic,  the  school  house  being  near  the  spot 
now  occupied  by  the  First  Presbyterian  church.  Fourth  and  Main  streets.  The 
church  originally  faced  Main  street,  and  a  school  was  held  in  it  until  a  building 
was  erected  (1794)  a  few  rods  west  and  facing  Fourth  street.  The  First  Presby- 
terian church  established  a  school  in  1792,  at  the  foot  of  Sycamore  street,  which 
was  removed  to  the  church  on  Fourth  and  Main.  In  his  records  E.  D.  Mansfield 
says  he  attended  a  school  (1811)  opposite  the  House  of  Refuge,  and  one  day, 
after  a  spelling  match,  the  teacher  marched  the  pupils  to  a  tavern  and  treated 
them  to  a  "cherry  bounce."  Oliver  C.  B.  Stewart  opened  a  school  in  181 1,  as 
did  James  White.  Edward  Hannagan  had  a  school  in  the  fort.  An  aged  couple 
named  Carpenter  kept  a  boarding  school  in  a  single-roomed  log  cabin,  fifteen  feet 
square.  This  was  in  Sedamsville.  Private  schools  were  the  principal  sources  of 
education  in  the  early  days.  In  1804  the  following  advertisement  appeared: 
"Notice. —  The  public  in  general,  and  my  former  subscribers  in  particular  are 
respectfully  informed  that  I  propose  to  commence  school  again  on  the  first  day 
of  January,  1805.  I  shall  teach  writing,  reading,  arithmetic  and  English  gram- 
mar indiscriminately,  for  $2  per  quarter."  In  1817  there  was  a  school  conducted 
on  the  Lancasterian  system,  attended  by  150  scholars.  This  school  house  was  a 
joint  stock  concern,  and  was  conducted  on  a  monatorial  system,  whereby  the  older 
pupils  took  care  of  the  younger.  The  terms  for  education  were  to  shareholders, 
1 1  shillings  and  threepence  per  quarter ;  to  others,  thirteen  shillings  and  sixpence. 
This  was  for  the  first  department.  There  were  three  other  departments  (not 
Lancasterian)  :  two  for  instruction  in  history,  geography  and  the  classics,  and  the 
superior  department  for  teaching  languages.  The  terms  for  the  former  depart- 
ment were,  to  shareholders,  22  shillings  and  sixpence  a  quarter ;  others,  27  shil- 
lings. In  the  department  of  languages  the  charge  to  shareholders  was,  36  shil- 
lings per  quarter,  others,  45  shillings.  In  1818  John  Kidd.  a  wealthy  baker,  be- 
queathed $1,000  per  annum  for  the  "education  of  poor  children  and  youths  of  Cin- 
cinnati." The  rents  came  from  Kidd's  store  property  at  the  southwest  corner  of 
Main  and  Front  streets.  In  1819  the  fund  was  paid  to  the  Cincinnati  College, 
and  between  October,  1819,  and  October,  1825,  the  sum  of  $6,000  was  received, 
and  from  75  to  100  children  educated  upon  the  Lancasterian  plan.  For  the  suc- 
ceeding two  and  a  half  years  375  children  were  educated  on  the  money,  tuition 


386  EDUCATIONAL  HISTORY  OF  OHIO 


having  been  reduced.     In  1825  an  adverse  claim  against  the  property  was  made, 
the  rent  enjoined,  and  finally  the  land  reverted  and  the  city  lost  the  bequest.    This 
bequest  was  the  first  to  be  made  in  Cincinnati.    The  first  school  for  colored  vouth 
was  established  in  1825,  by  Henry  Collins,  a  colored  man.    The  colored  population 
of  that  time,  in  Cincinnati,  was  about  250.     In  1837  separate  schools  for  colored 
youth  were  established.     In  the  winter  of  1840-1.  evening  schools  "for  the,  benefit 
of  young  men  over  twelve  years  of  age,  who  are,  by  the  nature  of  their  occupa- 
tions,  prevented  from  attending  day  schools,"  were  established,  and  in   1855-6 
night  schools  for  girls  were  opened.     The  first  night  high  school  was  opened  in 
1856.     There  are  now  two  night  schools,  the  East  and  the  West.     A  school  for 
deaf  children  was  organized  in  1875,  with  an  attendance  of  about  35.     Teaching 
the  sign  methods  was  followed  until   1886,  when  the  school  for  oral  teaching  of 
deaf  was  organized  under  private  auspices.    In  1888  this  oral  school  was  absorbed 
by  the  Board  of  Education,  and  a  division  of  the  pupils  in  both  schools  was  made. 
Since  then  there  have  been  two  schools  for  the  deaf,  one  teaching  the  sign  method, 
the  other  the  oral.     The  school  has  attained  a  national  reputation,  and  other  cities 
in  Ohio  have  followed  Cincinnati's  example  in  thus  making  provision  for  the  deaf. 
Along  about  1820  the  increasing  population  and  importance  of  the  State  jus- 
tified an  agitation  of  the  question  of  a  general  statute  touching  the  passage  of 
laws  making  provision  for  such  free  general  education  as  the  times  demanded. 
This  agitation  continued  for  some  time,  and  finally  State  Senators  Nathan  Guil- 
ford and  Samuel  Lewis,  the  pioneer  heroes  of  Ohio  schools,  were  successful  in 
urging  legislators  to  create  such  laws.     The  agitation   resulted  in   1835   in  the 
passage  of  the  common  school  law,  which  provided  for  Cincinnati  a  "Board  of 
Trustees  and  Visitors,"  who,  in  conjunction  with  the  city  council,  should  levy  and 
collect  taxes  for  school  purposes.    The  title  "Board  of  Trustees  and  Msitors"  re- 
mained until  the  year  1878,  when  "Board  of  Education"  was  substituted  as  the 
oflficial  title.    At  the  first  opening  of  the  schools  in  1828,  there  were  required  two 
buildings  of  two  or  three  rooms  each,  and  there  were  in  all  about  70  or  80  pupils. 
The  infant  system  grew  apace,  and  soon  another  building  was  hired  on  Franklin 
street,  which  afterwards  became  known  as  the  First  District  School ;  then  another 
on  Congress  street  was  secured,  which  was  named  the  Fourth  District  School ; 
then  another  on  Fourth  street,  which  became  known  to  the  school  boys  of  the 
day  as  the  "Frogtown"  school.    Another  was  hired  on  Race  street  and  was  known 
as  the  Fifth  District  School.     In  1833  the  first  printed  report  of  the  schools  ap- 
peared.    The  number  of  pupils  enrolled  was  1,900,  and  the  city  was  divided  into 
ten  school  districts,  two  in  each  ward.    The  amount  expended  for  schools  in  1832 
was  $7,778.     Of  this  amount  $175  was  in  premium  books,  and  the  banners  used 
in  the  great  school  procession  of  June,  1833.    This  procession  seems  to  have  been 
a  demonstration  in  behalf  of  the  schools,  to  awaken  and  inspire  enthusiasm.     The 
report  closed  as  follows :     "The  Board  is  free  to  state  that  the  common  schools 
of  Cincinnati,  although  they  have  not  yet  realized  all  the  anticipations  of  their 
enlightened  and  patriotic  founders,  are  by  no  means  in  a  condition  to  warrant 
discouragement  or  doubt  as  to  their  final  destiny.     Though  planted  in  the  soil 
lately  rescued  from  the  savage,  and  among  people  gathered  promiscuously  from 
every  clime,  these  noble  institutions  are  yet  slowly  but  surely  advancing  toward 


EDUCATIONAL  HISTORY  OF  OHIO  387 


the  acomplishment  of  all  they  were  destined  to  promote,  and  will  in  due  time,  if 
properly  fostered  and  sustained,  contribute  their  full  share  toward  the  general 
conviction,  now  happily  attained,  that  universal  intelligence  is  the  only  sure  foun- 
dation of  liberty  and  virtue."  A  high  school  was  established  in  1847,  ^"^1  three 
years  later  the  first  superintendent  of  schools  was  appointed,  the  Hon.  Nathaniel 
Guilford  being  chosen  for  the  office.  The  Act  of  March  23,  1850,  (a  special  act), 
authorized  the  election  of  a  superintendent  of  public  schools  by  popular  vote, 
and  Mr.  (juilford  was  elected  in  April,  of  that  year.  He  served  to  June  30,  1852, 
when  he  was  succeeded  by  Dr.  Joseph  .Merrill,  who  served  for  a  year.  The  office 
remained  vacant  for  some  months,  or  up  to  March  6,  1854,  when  A.  J.  Rickoff 
was  elected.  He  served  to  June  30,  1858,  and  was  succeeded  by  Isaac  J.  Allen, 
who  remained  in  office  until  July  2,  1861.  The  ne.xt  superintendent  was  L\man 
Harding,  who  served  to  July  2,  1867.  On  September  9,  1867,  John  Hancock  was 
elected,  and  retained  the  position  up  to  June  30,  1874.  John  B.  Peaslee  succeeded 
him  and  served  for  twelve  years.  He  was  the  originator  of  Arbor  Day.  He  was 
succeeded  by  Dr.  E.  E.  White,  who  assumed  office  August  15,  1886,  and  retired. 
August  II,  1889.  Dr.  White  was  succeeded  by  W.  H.  Morgan,  who  held  the 
position  until  September  5,  1899.  The  next  superintendent  was  Richard  Ganse 
Boone,  who  served  until  1903,  when  he  was  superseded  by  the  present  incum- 
bent, F.  B.  Dyer,  an  educator  of  strong  ability. 

The  study  of  German  was  introduced  into  the  Cincinnati  schools  in  1840. 
The  Xormal  School  was  opened  in  1868.  In  1855  the  school  library  was  estab- 
lished. Domestic  science  was  introduced  into  the  Woodward  and  Hughes  High 
Schools  in  September,  1892.  The  teaching  of  vocal  music  was  introduced  into 
the  public  schools  in  1844.  The  first  special  teacher  of  penmanship  in  the  public 
schools  was  James  Bowers,  employed  1841.  Drawing  was  introduced  in  1862. 
The  University  of  Cincinnati  was  organized  in  the  Woodward  High  School 
building,  under  the  direction  of  Principal  George  W.  Harper  in  October,  1873. 
The  "Technical  School  of  Cincinnati,"  (manual  training),  was  incorporated 
under  the  laws  of  Ohio,  July  27,  1886.  In  the  spring  of  i860  physical  culture 
became  a  part  of  the  school  curriculum.  The  school  buildings  of  Cincinnati 
are  substantial  structures,  and  marked  improvement  is  noticeable  in  every  new- 
building  erected.  The  Cincinnati  Society  of  Natural  History  was  organized  Jan- 
uary 19,  1870,  and  incorporated  June  20,  same  year,  as  a  free  public  educationaf 
institution.  The  first  kindergarten  school  was  opened  in  Cincinnati  on  March 
I,  1880.  The  total  number  of  pupils  enrolled  in  the  schools  in  1904  was  45,583;: 
the  average  daily  attendance  35.597.  The  total  number  of  teachers  was  1.073. 
Of  these  teachers  Sujx;rintendent  Dyer  in  his  last  report  (1904)  said:  "*  * 
It  gives  me  great  satisfaction  to  say.  with  entire  sincerity,  that  the  more  I  have- 
looked  into  the  work  and  secured  an  insight  into  the  spirit  of  our  teachers,  the- 
more  strongly  I  believe  in  them.  *  *  *  j  have  found  them  eager  to  co- 
operate, quick  to  respond  to  suggestion,  patient  under  criticism,  and  very  honest 
and  frank  in  pointing  out  the  imperfections  of  their  own  work.  *  *  *  j  fggj 
confident  that  with  this  corps  of  teachers,  if  the  administrative  officers  succeed 
in  giving  them  the  proper  guidance  and  sufficiently  definite  directions,  and  if 
they  are  encouraged  by  supplying  them  with  sufficient  materials  to  work  with, 


388  EDUCATIONAL  HISTORY  OF  OHIO 

the  children  of  this  city  will  be  properly  and  adequately  equipped  for  the  duties 
and  responsibilities  of  American  citizenship." 

PUBLIC  SCHOOLS   OF  COLUMBUS 

BV   PROF.    H.    L.    WARRKN. 

Columbus,  Ohio's  capital  city,  may  rejoice  in  the  fact  that  it  was  among  the 
first  in  the  early  pioneer  days  to  espouse  and  make  practical  the  education  of 
the  young  by  mutual  consent  and  agreement,  and  to  invoke  the  aid  of  Congress 
to  help  carry  out  the  wishes  of  its  citizens.  Those  early  eflforts  were  the  foun- 
dation of  that  which  is  to-day  a  city  whose  schools  and  school  management  can 
evenly  compare  with  the  best  in  the  land.  Ohio  is  world-wide  noted  among  edu- 
cators for  the  excellence  of  its  public  school  system,  and  Columbus  is  a  fair  sam- 
ple of  the  great  efficiency  to  which  this  system  has  attained. 

It  is  a  far  cry  from  the  schoolmaster  of  frontier  days,  armed  with  little  but 
a  spelling  book  and  a  birch  rod  wherewith  to  lead  his  pupils  through  the  paths 
of  learning  to  the  gentle  pedagogueism  of  to-day.  Still  farther,  to  modern  com- 
prehension, is  the  transition  from  the  old  log  cabin,  drafty  school  room  to  the 
splendid  architectural  school  buildings  to  which  the  children  of  the  present  gen- 
eration have  privilege.  Also,  the  brutal  corporal  punishment  in  vogfue  many 
years  ago,  and  which,  happily,  was  many  years  ago  abolished.  To  aid  children 
of  this  age  to  appreciate  their  present  comforts  and  advantages,  just  recall  and 
read  of  what  was  probably  the  first  school  in  Columbus  (then  Franklinton,  or  the 
settlement  west  of  the  river).  There,  in  1805,  stood  a  little  log  cabin  in  Gift 
street.  The  teacher  was  an  Irishman,  well  educated,  but  too  much  a  devotee  of  . 
intoxicating  fluids,  under  whose  influence  he  remained  almost  continually,  and 
was  tyrannically  brutal.  His  favorite  method  of  punishment  was  to  compel  the 
victim  to  place  his  hands,  palms  down,  upon  the  desk,  when  the  drunken  fiend 
would  draw  the  keen  blade  of  his  knife  across  the  fingers,  making  deep  gashes. 
Needless  to  say,  he  was  summarily  driven  from  the  community. 

Thus  we  have  a  picture  of  the  early  schools  of  the  pioneers.  How  many 
trials,  how  many  sad  experiences,  struggles,  and  how  many  efforts  have  been 
put  forth  in  the  country  that  has  since  transpired  it  is  not  within  power  of  pen 
or  memory  to  tell. 

On  May  20,  1785,  in  an  ordinance  for  disposing  of  western  lands,  Congress 
provided  "that  a  thirty-sixth  of  every  township  of  the  western  territory"  should 
be  reserved  from  sale  for  the  maintenance  of  public  schools  within  the  township. 
The  ordinance  of  July  13,  1787,  for  the  government  of  the  territory  northwest  of 
the  river  Ohio  confirmed  the  provisions  of  the  land  ordinance  and  further  de- 
clared "that  religion,  morality  and  knowledge  being  necessary  to  good  govern- 
ment and  the  happiness  of  mankind,  schools  and  the  means  of  education  should 
forever  be  encouraged."  The  early  inhabitants  were  men  and  women  of  intelli- 
gence who  held  the  church  and  the  school  to  be  indispensable  to  the  welfare  of 
the  community.  With  the  promptness  characteristic  of  our  western  pioneers  they 
first  provided  places  for  divine  worship,  and,  second,  places  for  the  education  of 
their  youth.    The  same  building  frequently,  if  not  usually,  served  for  both  church 


EDUCATIONAL  HISTORY  OF  OHIO  389 


and  school.  Private  schools  and  academies  were  liberally  sustained,  and  for 
several  years  after  the  organization  of  the  public  schools  the  predominant  senti- 
ment was  in  favor  of  the  former.  When  at  l"-  'th  the  State  laws  made  adequate 
provision  for  the  support  of  good  public  schools  almost  all  others  were  discon- 
tinued. 

The  first  general  school  law  of  Ohio,  entitled  an  "Act  to  provide  for  the  reg- 
ulation and  support  of  common  schools,"  was  passed  January  22,  182 1.  This 
law  authorized  the  division  of  townships  into  school  districts,  the  election  in  each 
district  of  a  school  committee  consisting  of  three  resident  householders,  and  the 
assessment  of  a  school  district  tax,  not  for  the  maintenance  of  a  free  public  school, 
but  only  "for  the  purpose  of  erecting  a  school  house,"  and  of  "making  up  the 
deficiency  that  might  accrue  by  the  schooling  of  children  whose  parents  or  guar- 
dians were  unable  to  pay  for  the  same."  The  law  was  entirely  inadequate  to 
provide  good  schools,  but  it  is  of  historical  interest  as  the  first  statutory  provision 
of  the  State  for  local  taxation  for  school  jiurposes.  The  law  of  February  6, 
1825,  being  an  act  to  provide  for  the  su])port  and  better  regulation  of  common 
schools,  required  county  commissioners  to  levy  and  assess  one-half  of  a  mill  upon 
the  dollar  to  lie  appropriated  for  the  use  of  common  schools  in  their  respective 
counties  "for  the  instruction  of  youth  of  every  class  and  grade,  without  dis- 
tinction, in  reading,  writing  and  arithmetic  and  other  branches  of  a  common 
education."  This  was  the  first  adequate  legislative  provision  for  the  establish- 
ment of  free  common  schools.  In  March,  1837,  tli*-'  office  of  State  Superintend- 
ent of  Common  Schools  was  created,  and  Samuel  Lewis  was  elected  to  the  posi- 
tion. Under  his  supervision  great  ])rogress  was  made  in  developing  the  common 
school  system  of  (Jhio.  In  March,  1838,  the  school  laws  were  thoroughly  revised, 
new  features  were  added  to  them,  and  new  life  was  imparted  to  the  entire  system" 
by  a  more  liberal  provision  for  its  support,  especially  by  the  establishment  of  a 
State  common  school  fund  of  $200,000  "to  be  distributed  annually  among  the 
several  counties  according  to  the  number  of  youth  therein."  In  1839  provision 
was  made  authorizing  any  district  to  borrow  money  to  purchase  a  lot  and  erect 
a  school  house  thereon,  and  the  directors  were  authorized  to  levy  a  tax  for  such 
purpose  and  also  for  renting  rooms  for  school  purposes  when  necessary.  Even- 
ing schools  were  established  for  the  instruction  of  young  men  and  boys  over 
twelve  years  of  age  whose  occupation  might  prevent  their  attendance  at  the  day 
school.  On  February,  1845,  the  General  Assembly  passed  an  act  "for  the  sup- 
port and  better  regulation  of  the  common  schools  of  Columbus,"  which  provided 
for  election  in  the  spring  of  1845  ^i  six  directors  of  comman  schools.  The 
directors  elected  in  pursuance  of  this  statute  were  declared  to  be  "a  body  politic 
and  corporate  in  law  by  the  name  of  the  Board  of  Education  of  the  town  of 
Columbus."  The  law  provided  that  this  board- should  employ  teachers,  establish 
rules  for  school  government,  keep  the  schools  in  constant  operation  except  dur- 
ing seasonable  vacations,  and  should  the  public  money  be  found  insufificient  for 
the  support  of  the  schools,  provide  for  the  deficiency  by  levying  a  tax  at  the  end 
of  each  term  on  the  parents  and  guardians  of  the  scholars,  provided  that  exemp- 
tion from  this  tax  should  be  made  of  such  persons  as  might  be  unable  to  pay. 
Under  the  provisions  of  this  law  the  fJoard  of  Education  maintained  schools  of 


390  EDUCATIONAL  HISTORY   OF  OHIO 

two  gjrades  in  1845-46,  and  in  January,  1847,  elected  a  superintendent  of  public 
schools,  and  organized  primary,  secondary,  grammar  and  high  schools.  By  act 
of  February  24,  1848,  boards  of  education  in  cities  were  authorized  to  establish 
separate  school  districts  for  colored  persons.  In  1874  colored  youth  were  admitted 
to  the  Central  Hich  School,  and  in  1882  the  color  line  was  entirely  obliterated 
from  the  public  schools.  From  i8r5  to  1853  the  legal  school  age  was  from  four 
to  twenty-one  years;  from  1853  to  1873  from  five  to  twenty-one;  from  1873  to 
the  present  time  from  six  to  twenty-one  years  of  age.  An  act  repealing  some 
previous  legislation  on  the  same  subject  was  passed  March  4,  1891,  creating  a 
State  Schoolbook  Board,  to  be  composed  of  the  Governor,  State  Commissioner  of 
Common  Schools,  and  the  Secretary  of  State,  and  providing  for  supplying  the 
schools  of  Ohio  with  good  and  sufficient  school  books  at  the  lowest  prices  at 
which  such  books  could  be  furnished.  Under  the  operation  of  this  law  the  prices 
of  school  books  were  greatly  reduced,  resulting  in  much  saving  to  the  city. 

The  first  school  house  was  built  about  1806  by  Louis  Sullivant,  near  (now) 
Sandusky  street,  and  was  a  round-log  structure  with  puncheon  floor.  It  had 
rough  slab  benches  supported  at  either  end  by  a  pair  of  hickory  pins  inserted  into 
augur  holes ;  battened  doors  with  wooden  hinges  and  latch  raised  from  its  notch 
with  a  string;  a  clapboard  roof  with  weight  poles,  and  a  fireplace  and  stick 
chimney.  It  is  probable  this  village  school  house,  like  its  successors  of  later 
years,  had  greased  white  paper  for  window  light  in  winter  and  open  windows  in 
summer.  Hogs  were  kept  under  the  floor  and  the  place  was  infested  with  fleas! 
From  this  uninviting  picture  to  the  splendid  school  structures  of  to-day  the  trans- 
ition is  a  most  pleasing  one.  In  1826  Columbus  contained  four  or  five  English 
schools  and  a  classical  academy,  and  there  were  200  dwellings  and  1,400  inhab- 
itants. Near  the  close  of  that  year  the  first  public  school  was  established.  The 
"Columbus  Academy"  was  built  in  1820,  on  Third  street,  by  Lucas  Sullivant  and 
some  twenty  other  citizens.  A  high  school  was  opened  June  18,  1832,  by  Horace 
Wilcox,  in  a  building  erected  on  State  street  by  Colonel  Olmstead.  On  IMay  11, 
1840,  the  Columbus  Institute  was  opened  under  the  direction  of  Abiel  Foster 
and  his  si.ster  Catherine  Foster.  Since  1845  education  and  educational  facilities 
have  made  continuous  progress  in  the  capital  city  until  the  present  high  standard 
has  been  attained.  To  Columbus  belongs  the  distinction  of  having  emploved  the 
first  superintendent  of  schools  in  the  State.  This  was  .Asa  D.  Lord,  M.  D.,  who 
assumed  the  duties  of  his  office  Alay  15,  1847,  '^"d  continued  therein  until  Feb- 
ruary 25,  1854.  He  was  one  of  the  State's  most  famous  educators.  He  was  suc- 
ceeded by  David  P.  Mayhew,  who  served  until  July  10,  1855,  when  Dr.  Lord  was 
re-elected  superintendent.  On  July  9,  1856,  he  resigned  and  was  succeeded  by 
Erasmus  D.  Kingsley,  A.  M.,  who  filled  the  jK)sition  for  nine  years,  and  William 
Mitchell,  A.  M.,  became  his  successor,  serving  for  six  years.  On  July  13,  1871, 
Robert  W.  Stevenson,  A.  AL,  became  the  fifth  superintendent  of  the  Columbus 
schools.  He  served  up  to  June  11,  1889.  when  he  was  succeeded  by  Jacob  A, 
Shawan,  A.  ^L,  who  still  continues  to  hold  the  position,  in  which  he  has  achieved 
a  distinguished  reputation.  At  the  request  of  the  National  Bureau  of  Education 
at  Washington  the  Board  prepared  an  exhibit  to  represent  the  schools  of  Columbus 
at  the  Vienna  Exposition  in  1878.     A  diploma  of  merit  was  awarded  the  exhibit. 


EDUCATIONAL  HISTORY   OF  OHIO  391 


Exhibits  have  also  been  made  at  other  great  expositions  and  received  innch  praise 
as  well  as  awards.  Instruction  in  music  was  introduced  in  1854.  On  the  occa- 
sion of  the  reception  of  General  CJrant  in  1878  a  chorus  composed  of  two  thou- 
sand school  children  rendered  the  song  of  welcome  written  for  the  occasion.  One 
of  the  memorable  features  of  the  opening  day  of  the  Ohio  Centennial  in  1888 
was  the  rendering  of  the  Centennial  song  by  a  childrens'  chorus  of  one  thousand 
voices.  Ever  since  the  gradation  of  the  schools  in  1847  the  school  library  has 
been  cherished  as  an  important  educational  agency.  The  present  handsome  school 
library  in  Town  street  was  completed  in  1891,  and  on  April  7,  1892,  was  formally 
opened.  The  library  contains  about  60,000  books  and  pamphlets.  Physical  cul- 
ture is  now  a  feature  of  the  school  system  and  is  accomplishing  much  good.  In 
1904  the  total  number  of  pupils  enrolled  was  20,524.  The  enumeration  of  youth 
between  six  and  twenty-one  years  of  age  was  37,000.  There  are  37  schools, 
four  high,  33  elementary.  The  number  of  teachers  is  555,  forty  of  these  being 
male,  515  female.  The  teachers  of  Columbus  comprise  a  body  of  earnest  men 
and  women,  enthusiastic  in  their  work,  and  the  community  owes  a  lasting  debt  to 
their  untiring  devotion  to  their  profession. 

THE    OLD    STATE    STREET    SCHOOL    ASSOCIATION 

"The    school's    lone    porch,    with    reverend   mosses    gray. 
Just   tells   tile  pensive  pilgrim   where   it   lay : 
•  Mute  is  the  hell   that  rung  at  early  morn 

Quickening  my   feet   across  the  emerald   lawn ; 

Unheard  the  shout  that  rent  the  noontide  air. 

When  the  welcome  lunch-hour  gave  a  pause  to  care  : 

Upsprings,  at  every  step,  to  claim  a  tear. 

Some   little   friendship   formed   and  cherished   here : 

.^nd  not  the  slightest  leaf,  but  trembling  teems 

With  golden  visions  and   romantic   dreams." 

The  recollections  of  childhood  atul  particularly  of  one's  school1)oy  days, 
grow  fonder  to  the  heart  day  by  day  as  advancing  age  creeps  on.  the  hair  turns 
gray  or  disappears,  leaving  a  shining  bald  pate,  and  then  we  are  confronted 
with  the  painful  realization  that  we  have  passed  the  meridian  of  life  and  are  no 
longer  young.  It  is  then  that  we  dwell  in  retrospection  and  with  melancholy 
pleasure  recall  those  golden  school  days,  the  faces  and  names  of  our  erstwhile 
comrades  and  "chums,"  and  in  inemory  live  that  halcyon  time  over  again.  The 
imtnutable  changes  of  time  bring  constant  transformations.  The  little,  old  fash- 
ioned school  house  of  our  youth  is  demolished  in  the  onward  sweep  of  progress, 
and  a  stately  structure  reared  to  take  its  place.  Scattered  are  our  boyish  com- 
rades to  various  points  of  the  compass,  while  many,  alas,  have  passed  to  the 
Great  Beyond,  the  inevitable  end  of  all  mankind. 

"I  have  had  playmates,  I  have  had  companions. 
In  my  days  of  childhood,  in  my  joyful  school  days. 
.\ll,   all  are  gone,   the  old  familiar  faces." 

These  sweet  lines  of  the  poet  strike  a  melancholy  note  but  it  is  the  keynote 
of  human  life,  a  period  of  activity,  of  hours  of  happiness,  then  a  change,  transi- 


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EDUCATIONAL  HISTORY   OF  OHIO  393 

tion,    and    tlicn  —  oblivion.      As   our    American    poet,    Oliver    Wendell    Holmes, 
truly   sings : 

"Ah.  pensive  scholar  what  is   fame? 

A  fitful  tongue  of  leaping  flame, 

A   giddy  whirlwind's   fickle  gust. 

That   lifts  a  pinch  of  mortal  dust, 

A  few  swift  years,  and  what  can  show, 

Which   dust   was   Bill,  and  which    was  Joe." 

Pleasure  and  jjain  are  allied:  even  the  school  ])oy  has  his  troubles  and  griev- 
ances that  in  hi.s  eyes  are  mountains  of  importance  and  consequence,  but  which 
his  maturer  years  reveal  to  be  but  ephemeral  trifles  when  compared  with  the 
real  sorrows  and  obstacles  of  life.  At  times,  we  all  remember,  it  seemed  even  a 
hardship  and  punishment  to  lie  obliged  to  attend  school,  especially  when  sun- 
shiny weather  held  out  so  many  counter  attractions  elsewhere.  It  was  when  in 
this  mood  that  we  fulfill  the  immortal  Shakespeare's  description :  — 

".■\nd  ihcii  the  whining  schoolboy,  with  his  satchel 
.And  shining  morning  face,  creeping  like  a  snail. 
Unwillingly  to  school." 

liut,  des|Mfe  all  outdoor  allurements,  such  as  the  fishing  stream  and  the  "old 
swimmin'  hole,"  great  good  was  accomplished,  good  maxims  and  morals  im- 
planted, and  useful,  valuable  learning  imparted  the  youthful  minds,  to  serve 
them  in  good  stead  in  life's  subsequent  battles.     For  — 

"  'Tis  education  forms  the  common  mind. 
Just  as  the  twig   is   bent,  the  tree's   inclined." 

( )n  the  north  side  of  State  street,  between  h'ifth  and  Sixth  streets,  was 
erected  in  the  early  fifties,  the  old  State  Street  School. 

Many  citizens  of  Columbus,  and  all  of  those  now  living  who  were  pupils 
there,  well  remember  the  ([uaint  old  building,  with  its  slanting  roof  and  bell- 
tower  and  its  blank  white  clock  faces  on  which  Father  Time  never  recorded 
his  progress.  This  old  structure,  in  which  so  many,  since  become  prominent  in 
various  fields  of  labor,  were  scholars,  and  aljout  which  so  many  pleasant  remin- 
iscenses  are  harbored,  was  torn  down  in  the  early  sixties,  and  replaced  by  the 
modern   imposing  present   Sullivant   School  building. 

It  will  be  a  surprise  to  many  to  learn  that  Charles  Warren  Fairbanks,  the 
Vice  President  of  the  United  States,  who  was  elected  with  such  a  magnificent 
vote  November  8,  1904,  was  a  pupil  in  the  old  State  Street  School  when,  as  a 
poor  youth,  he  lived  with  relatives  in  Columbus.  Mr.  Fairbanks  is  a  native  of 
the  Buckeye  State,  and  never  mentions  the  fact  save  with  pride. 

In  order  to  revive  old  memories  and  re-establish  the  friendly  relations  of 
\outh.  the  "(31d  State  Street  School  Association"  was  organized.  The  initial 
movement  was  begun  in  the  month  of  September,  1902,  when  Mr.  John  E.  Price, 
of  Marble  Clifif,  in  kindly  recollection  of  his  schoolboy  companions  of  over  forty 
years  past,  called  together  such  as  lie  could  of  those  who  had  attended  the  old 
State  Street  School. 


394  EDUCATIONAL  HISTORY   OF   OHIO 

'J"he  reunion  inaugurated  by  Mr.  Price  brought  together  the  school  boys 
of  the  old  days  of  1855-60,  and  proved  an  occasion  of  such  mutual  interest  and 
pleasure,  that  it  was  unanimously  decided  to  form  a  permanent  organization. 
Of  this  Mr.  John  E.  Price  was  elected  president  for  the  ensuing  year;  Mr.  A. 
D.  Heffner,  treasurer,  and  Mr.  Frank  S.  Brooks  secretary.  Mr.  Price  was  suc- 
ceeded in  1903  by  Mr.  E.  K.  Stewart,  and  the  latter,  in  1904,  by  Mr.  George  V. 
Lott.  Messrs.  Heffner  and  Brooks  are  still  treasurer  and  secretary  respectively. 
The  association  holds  meetings  annually  on  or  about  September  25th,  and  th.'se 
reunions  are  occasions  for  a  most  joyous  time,  when,  for  the  moment,  the  mem- 
bers live  their  boyhood  hours  over  again,  and  indulge  in  many  recollections  of 
"the  days  that  were." 

Considering  the  lengthy  period  that  has  intervened  since  as  boys  they  romped 
together  the  roll  call  of  the  association  is  quite  imposing  in  numbers. 

The  "boys,"  as  will  be  seen  by  the  subjoined  list,  are  prominent  in  many 
professional,  mercantile  and  industrial  vocations. 

One  of  them,  the  Hon.  Philip  H.  Bruck,  served  most  efficiently  as  mayor 
of  Columbus,  Ohio's  capital  city. 

We  give  in  this  work  life-like  pictures  of  all  the  members  of  the  association, 
whose  portraits  were  procurable. 

The   roll   consists   of  the   following  members : 

Baker,   Walter  B Columbus    Manufacturer. 

Ball,  George  W Columbus    Real   Estate. 

Buttles,  Lucieu  D Columbus    Real   Estate. 

Boswell,  J.   .\ Montreal    Supt.   Dominion    Express   Co 

Buck,   Dewitt   C Columbus    Mercbant. 

Bruck,   P.   H Columbus    Manufacturer. 

Bennett.  Jesse  M Columbus    Wyandotte  Building  Co 

Brooks,   Frank   S Columbus    Sec'y  Ohio  Coal  Operators. 

Corner,  C.  C Columbus    Secretary  Union   Depot  Co 

Gill.   Wtn.   A Columbus    Manufacturer. 

Heflfner,    A.    D Columbus    Banker. 

Higgins,  Charles.   (Deceased) Columbus    Merchant. 

Lott,  George  V Columbus    Salesman. 

Looker,   Oscar  R Detroit    Pres.   Mich.   Mut.   Life   Assn 

Merrick,   Frank  W.,   (Deceased)....  Columbus    Law. 

Mattoon,   Edmund   S Columbus    Organist. 

Miller,  James  T Marble   Cliff 

Osgood,   W.   A Columbus    Real  Estate. 

O'Kane,  Henry   Columbus    Secretary  Franklin  Ins.  Co 

Price.   John   E Marble    Cliff Quarries. 

Swayne.  Noah  H Toledo    Law. 

Stewart,  E.  K Columbus    Columbus   Ry.  and  Light  Co 

Savage.  Edward   Columbus    Manufacturer.   Normandic. 

Savage,  James    Columbus    Jeweler. 

Senter,  O.  A.  B Columbus    Manufacturer. 

Sullivant.   J.   Arthur Columbus    Bookkeeper. 

Taylor,  Henry  C Columbus    Law. 

Williard.  Charles   Columbus    Manufacturer. 

Weaver,  Eugene   Columbus    Capitalist. 

Westvvater,  James   Columbus    Contractor. 

Williams,  James  .A Columbus    Clerk    Board  of   Education. 


EDUCATIONAL  HISTORY   OF  OHIO  395 

BRIEF   HISTORY    OF   THE   TOLEDO    PUBLIC    SCHOOLS 
BY    VV.    W.    CHALMERS. 

Owing  to  the  fire  which  occurred  in  March,  1895,  and  destroyed  many  valu- 
able records,  tlie  early  history  of  the  Toledo  public  school  system  can  be  given 
only  in  part.  The  act  of  the  Ohio  legislature  which  provided  for  the  manage- 
ment of  the  Toledo  schools  by  the  city  government  was  passeil  in  1837,  and  in 
the  following  September  the  council  divided  the  city  into  three  school  districts. 

BOARDS    OF    EDUCATION 

There  is  no  record  of  school  directors  until  1839.  In  that  year  the  pioneer 
school  board  of  three  members  was  chosen  by  the  city  council.  From  1849  to 
1854  the  board  consisted  of  si.\  members.  In  1887  there  were  eight;  in  1889  to 
1894  inclusive,  there  were  nine.  In  the  summer  of  1894,  by  act  of  the  city  council, 
the  number  of  wards  in  the  city  was  changed  to  fifteen,  and  the  number  of  school 
board  members  was  proportionately  increased.  In  the  spring  of  1898,  by  the 
passage  of  the  .Niles  law,  the  number  of  board  members  was  decreased  to  five, 
and  under  the  new  code,  which  came  into  effect  in  the  summer  of  1904,  the 
number  remains  the  same. 

SUPERINTENDENTS 

The  Toledo  schools  have  had  eight  different  superintendents.  In  1847  there 
were  four  schools  averaging  about  one  hundred  pupils  each.  Two  years  later, 
the  Rev.  Anson  Smyth  resigned  his  pastorate  of  the  First  Congregational  church 
to  take  up  the  supervision  of  the  public  schools  .'-Xt  this  time  the  high  and  gram- 
mar schools  occupied  a  frame  building  on  Summit  street  near  .\dams.  Efficient 
work  in  the  high  school  culminated  in  a  public  exhibition  in  March,  1852.  Plans 
for  a  new  high  .school  took  form  in  1853,  and  the  main  ])ortion  of  this  building 
was  ready  for  occupancy  the  first  of  May  the  following  year. 

Superintendent  .Smyth  resigned  the  superintendency  in  February,  1856,  and 
was  followed  by  John  Eaton,  Jr..  who  remained  until  March,  1859. 

The  next  superintendent  was  Moses  T.  Brown,  from  March,  1859,  to  .A])ril. 
1864.  During  his  superintendency  classes  were  regularly  graduated  from  the 
high  school.  It  is  worthy  of  note  that  the  young  men  of  the  class  of  1862  all 
hecame  engaged  in  the  service  of  their  country. 

Col.  Daniel  F.  DeWolf  superintended  the  Toledo  public  schools  from  1864 
to  1876,  the  longest  term  of  any  of  Toledo's  superintendents.  During  these  vears 
the  schools  were  more  carefully  graded,  a  special  teacher  of  (ierman  and  gym- 
nastics wes  engaged,  also  a  supervisor  of  music,  who  gave  two  days  in  the  week 
to  this  work. 

The  year  1871  was  noteworthy  liecause  of  the  introduction  of  equal  educa- 
tional advantages  for  white  and  colored  children.  Up  to  this  time  a  special 
teacher  of  the  colored  school  had  been  employed,  ,as  the  state  law  had  required 
that  the  two  races  l)e  given  separate  instruction. 

In  1876  Col.  DeWolf  was  followed  by  Almon  A.  McDonald,  who  continued 
in  the  position  until  1880.  There  seem  to  have  been  no  special  innovations  during 
his  term  of  service. 


396  EDUCATIONAL  HISTORY  OF  OHIO 

Toledo's  next  superintendent  was  John  W.  Dowd,  from  1880  to  1886.  The 
census  of  1880  shows  the  population  of  Toledo  to  be  50,143;  the  school  enumer- 
ation for  the  same  year  was  15,536.  There  is  no  record  of  the  enrollment  in  the 
public  schools.  At  the  close  of  the  school  year  1885  to  1886  the  school  enumer- 
ation was  23,243,  and  the  school  enrollment,  9,169,  which  included  a  high  school 
enrollment  of  293. 

During  Mr.  Dowd's  superintendency,  in  the  school  year  1884-1885.  the  man- 
ual training  experiment  was  started  in  two  rooms  in  the  high  school,  and  in 
January,  1886,  the  new  manual  training  Iniilding  was  opened  with  three  instruc- 
tors and  an  enrollment  of  1 10  under  the  L'niversity  Hoard. 

Harvey  W.  Compton  began  his  superintendency  in  .September,  1886,  with  a 
high  school  force  of  principal  and  six  assistants,  181  teachers  in  the  ward  schools, 
and  special  teachers  of  (jerman,  French  and  music.  German  was  taught  in  the 
first  four  years  of  the  ward  schools. 

In  the  school  year  1887-1888  a  supervisor  of  drawing  was  engaged  for  one- 
half  day  service.  In  1890  Superintendent  Compton  was  given  an  assistant  super- 
visor. In  this  year,  also,  the  compulsory  education  law  was  put  in  force  and  a 
truant  officer  was  appointed. 

The  school  year  1893-1894  is  noteworthy  because  of  the  establishment  of  a 
Normal  Training  School  in  the  Jefferson  building,  and  the  appointment  of  a 
physical  training  director. 

In  the  year  following,  the  State  Legislature  passed  an  act  empowering  boards 
of  education  to  furnish  free  text-books  to  pupils.  The  Board  of  Education  of 
Toledo  was  the  first  in  the  state  to  act  under  this  law,  and  a  special  clerk  was 
employed  to  receive  and  care  for  the  books  as  they  came  from  the  publishers. 
The  privilege  of  free  text-books  and  supplies  has  continued  since  that  time. 

In  the  spring  of  1895  the  schools  of  Toledo  met  with  a  great  loss.  The 
High  School  building,  which  for  forty-two  years  had  been  the  central  point  of 
the  educational  system,  was  destroyed  by  fire.  During  the  next  two  years  the 
high  school  work  was  hampered  by  the  necessary  scattering  of  pupils  into  differ- 
ent buildings. 

The  year  1895-1896  is  remarkable  because  of  many  changes  and  improve- 
ments. The  three  year  course  in  the  high  school  was  changed  to  a  four  year 
course.  An  assistant  supervisor  of  music  was  appointed  for  the  elementary 
schools.  There  were  also  appointed  two  supervisors,  one  for  the  grammar  and 
one  for  the  primary  work  in  the  ward  schools. 

In  the  fall  of  1897  Almon  A.  McDonald  resumed  the  su]3erintendency,  but 
resigned  the  following  spring.  During  this  year  the  Normal  Training  School 
was  discontinued. 

The  school  year  1898-1899  opened  with  W.  W.  Chalmers  as  superintendent 
of  Toledo's  school  system,  and  he  has  continued  in  that  office  up  to  the  present  time. 

One  of  the  first  changes  inaugurated  under  his  superintendency  was  the 
abandonment  of  forty-one  rented  annexes,  and  the  resumption  of  the  use  of 
vacant  rooms  in  the  regular  school  buildings.  This  was  accomplished  by  the 
strict  enforcement  of  district  boundaries. 


EDUCATIONAL  HISTORY   OF  OHIO  397 

The  annual  promotion  plan  was  changed  to  the  semi-annual,  and  ninety- 
two  pupils  doubled  grades  twice  during  the  year,  thus  completing  two  years' 
work  in  one  year. 

Manual  training  was  extended  to  the  ward  schools,  and  the  plan  of  work- 
has  been  gradually  improved  until  now  no  child  is  without  this  privilege,  from 
the  kindergarten  through  the  high  school.  Manual  training  in  the  first  four 
grades  goes  hand  in  hand  with  the  drawing  and  is  under  the  supervision  of  the 
art  director.  Special  teachers  are  employed  for  the  fifth  and  sixth  grades.  The 
boys  and  girls  receive  separate  instruction,  the  former  in  knifework  and  Venetian 
iron  work,  and  the  latter  in  sewing.  This  work  is  done  at  the  desks.  Two  schools 
are  united,  the  boys  assembling  in  one  room  and  the  girls  in  another.  Special 
teachers  are  provided,  visiting  the  buildings  in  pairs,  and  passing  from  one  room 
to  another,  and  one  building  to  another,  according  to  a  printed  schedule. 

The  seventh  and  eighth  grade  boys  are  instructed  in  shopwork  and  the  girls 
in  cooking.  In  five  different  school  buildings  of  the  city  are  located  kitchen  and 
carpenter  shop  centers.  The  cooking  and  shopwork  teachers  visit  these  centers 
in  pairs,  giving  four  lessons  daily  and  completing  the  round  in  a  week.  Each 
seventh  and  eighth  grade  class  in  the  city  is  assigned  a  weekly  period  ot  seventy- 
five  minutes,  during  which  time  the  girls  are  gradually  initiated  into  the  mysteries 
of  household  economics,  cookery  and  home  living,  and  the  boys  make  friendly 
and  familiar  acquaintance  with  the  grain,  quality  and  texture  of  materials,  and 
the  use  of  bench  tools  in  the  construction  of  serviceable  articles. 

The  manual  training  high  school,  known  as  the  Toledo  University,  is  attached 
to  the  Central  High  School  building,  and  at  the  end  of  each  period  is  heard  the 
"tramp  of  eager  feet,"  as  students  combining  the  work  of  the  two  schools  pass 
back  and  forth.  The  Toledo  University  ofTers  four  courses  in  manual  training: 
The  mechanic  arts  and  architectural  arts  courses  for  young  men,  and  the  domestic 
science  and  art  courses  for  young  women. 

Since  the  adoption  of  the  school  gardening  idea  in  Toledo,  much  progress 
has  been  made  in  the  improvement  of  the  school  premises.  The  work  accom- 
plished in  some  places  has  been  remarkable.  The  children  of  one  school  took 
fifty  loads  of  stones  and  bricks  from  the  top  soil,  and  turned  the  brown  waste  into 
a  well  kept  lawn.  The  principals,  teachers  and  pupils  of  other  schools  have  per- 
formed similar  service.  In  some  schools  the  cultivation  of  flowers  has  received 
special  attention. 

Six  jniblic  kindergartens  were  organized  in  Toledo  in  February,  1901.  Nine 
more  were  opened  the  following  September.  Nine  were  added  in  February,  1902. 
Ten  more  were  opened  in  the  following  September,  and  two  were  added  in 
September,  1903.  This  completed  the  list  and  furnished  kindergarten  instruction 
in  every  primary  district  in  the  city. 

Special  teachers  of  German  are  employed  in  ten  of  the  ward  school  build- 
ings. In  1898  a  change  was  made  in  the  manner  of  conducting  this  department. 
Up  to  that  time  pupils  who  were  taking  German  studied  English  one-half  day 
and  German  the  other  half.  This  was  kept  up  through  the  first  three  grades. 
Pupils  now  continue  the  study  for  twenty-five  minutes  each  day  through  eight 
years  of  the  elementary  course,  and  then  take  a  complete  course  of  four  years 


398  EDUCATIONAL  HISTORY  OF  OHIO 

in  German  language  and  literature  in  the  high  school.  In  the  hiiildings  where 
German  is  taught,  one  room  is  assigned  the  German  teacher  and  known  as  the 
German  room.  Pupils  from  the  other  rooms  go  to  this  room  for  a  twenty-five 
minute  recitation  daily.  This  occurs  during  the  general  culture  time  of  the 
regular  school,  so  that  pupils  who  take  German  do  not  pursue  the  course  in 
general  culture.  By  this  plan  the  German  pupils  do  not  omit  any  of  the  essential 
subjects  in  English. 

The  commodious  new  Central  Hich  School  building  was  opened  in  Septem- 
ber, 1898.  There  was  a  notable  increase  in  attendance  over  the  previous  year. 
During  the  past  seven  years  the  high  school  enrollment  has  increased  more  than. 
100  per  cent.  At  the  end  of  the  school  year  1903-1904  the  enrollment  was  1500, 
with  thirty-two  teachers  in  the  Central  High  and  three  teachers  in  the  East  Side 
High  School. 

In  September,  1900,  the  school  savings  bank  system  was  adopted  for  all  ot 
Toledo's  elementary  schools.  The  system  has  now  been  in  operation  nearly  nve 
years.  During  the  first  year  of  its  history  4,080  school  children  deposited  $36,- 
082.28.  There  were  withdrawals  amounting  to  $12,206.61,  leaving  a  balance  on 
deposit  at  the  close  of  the  year  of  $23,875.67.  There  have  been  in  all  about 
$150,000  deposited  during  the  four  and  one-half  years  that  the  school  savings 
bank  has  been  in  operation,  and  there  is  now  about  $50,000  on  hand. 

The  school  savings  bank  system  was  first  introduced  in  this  country  by  J. 
H.  Thiry,  of  Long  Island  City,  New  York.  Mr.  Thiry  introduced  it  into  the 
schools  of  Long  Island  City  in  1885.  Since  that  time  the  plan  has  been  adopted 
by  many  cities  and  villages.  Toledo  was  a  pioneer  in  this  work  in  this  part  of 
the  country. 

At  the  end  of  the  school  year  1903-1904  the  Toledo  public  schools  had  an 
enrollment  of  22,759  pi^pils.  fifty-two  of  whom  were  in  the  normal  school.  1.500 
in  the  high  schools,  18.368  in  the  elementary  schools,  and  2.839  i"  t'''^  kinder- 
gartens. The  schools  were  provided  with  a  supervisor  of  music,  an  assistant  m 
music,  a  supervisor  of  drawing,  a  supervisor  of  physical  training,  and  a  super- 
visor of  general  culture  and  geography. 


CHAPTER  XXIX 


BIOGRAPHICAL    SKETCHES   (J 


MOTTO 

"It  is  high  time  that  some  effort  were  made  to 
redeem  our  Ohio  hiography,  especially  a  knowledge  of 
the  characters  and  lives  of  the  founders  of  our  State 
institutions,  from  the  obscurity  of  neglect." 

H.  H.   Barncv. 


BIOGRAPHICAL   SKETCHES   (1) 


A  NOTE 


[The  writer,  or  better,  the  compiler  and  editor  of  these  chapters  of  biographical  sketches 
wishes  to  give  full  credit  to  others,  and  would  disclose  the  sources  to  which  he  has  gone. 

The  short  sketches,  or  notes  biographical,  prepared  by  Hon.  W.  D.  Henkle  for  the  Ohio 
Centennial  volume,  were  used,  sometimes  with  additions,  sometimes  with  subtractions. 

From  memorial  addresses  he  took  freely  paragraphs  that  would  illustrate  the  character 
by  the  life,  usually  intending  to  omit  what  wore  "customary  suits  of  solemn  black."  Some- 
times constructive  liberties  with  the  text  were  ventured.  In  one  instance  the  matter  is  chosen 
from  a  small  biography.  Whenever  the  sketch  is  substantially  the  work  of  another,  his  name 
is  aiTixed.  Sometimes,  a  reason  stronger  than  life  prevented  asking  his  consent,  at  other 
times,  as  the  work  so  pressed,  consent  was  presumed. 

The  reade-  who  has  a  fair  degree  of  acquaintance  with  the  history  of  the  public  schools 
of  Ohio,  and  with  the  names  of  the  leading  actors  in  the  drama,  will  know  that  it  was  purposed 
to  make  selections  for  the  subjects  of  these  sketches  from  those  whose  work  was  done,  who 
had  gone  to  make  their  report  to  the  Head  Master ;  but  he  will  be  glad  of  an  exception  to  the 
rule,  and  that  the  letter  of  Hon.  Isaac  J.  Allen  was  included. 

The  editor  does  not  give  a  moment's  entertainment  to  the  flattering  notion  that  he  has 
made  no  mistakes.  In  such  a  task,  to  be  human  is  to  err;  but,  in  a  few  instances,  the  error 
of  omission  lay  not  in  the  judgment,  but  in  the  attempt  to  obtain  the  facts  needed  to  hang  his 
recollections  and  impressions  on. 

The  present  editor  wrote  to  Mr.  Allen  for  pennission  to  publish  a  letter,  received  in 
response  to  a  request  for  some  of  the  main  facts  in  his  long  and  honorable  career.  It  not  only 
in  brief  tells  the  story  of  a  life,  but  preaches  a  potential  sermon.  The  reply  was  dated  Mor- 
ristown,  February  14,  1905 : 

"It  is  gratifying  to  learn  that  my  former  letter  was  of  interest  to  you.  I  fear  that  you 
do  me  honor  overtnuch  in  characterizing  it  as  'a  sermon,  though  not  in  the  form  thereof.'  The 
latter  clause,  however,  relieves  the  dilemma  in  which  I  should  otherwise  find  myself  involved; 
for  I  was  far  from  attempting  the  performance  of  what  the  witty  Dean  Swift  once  coined  a 
sexasyllabic   word   for,   viz. :     'sermonification.' 

"Your  remark  in  that  behalf  recalls  to  my  recollection  a  somewhat  similar  category,  in. 
which  I  was  placed :  I  received  a  letter  at  Cincinnati  from  Horace  Mann,  whom  you  doubt- 
less knew  —  the  President  of  Antiach  College,  at  Xenia,  Ohio,  —  inviting  me  to  come  and 
address  the  students  of  his  college.  His  letter  was  addressed  to  me  as  'Rev.  J.  J.  Allen, 
D.  D.' 

"As  I  had  never  met  Mr.  Mann  previous  to  that  time,  I  replied,  acknowledging  receipt 
of  his  letter  of  invitation  which,  as  I  perceived,  ranked  me  as  among  the  theologians ;  whereas, 
being  nothing  but  a  poor  d — 1  of  a  lawyer,  in  all  matters  pertaining  to  theology  I  was  pro- 
foundly unlearned;  and  that  I  must,  therefore,  decline  acceptance  of  his  flattering  invitation;, 
presunnng  that  it  was  intended  for  my  friend.  Rev.  D.  H.  Allen,  D.  D.,  Professor  of  Theology 
in  the  Lane  Theological  Seminary  at  Cincinnati,  Walnut  Hills,  who  was  both  worthy  and' 
capable,  and  I  was  neither.  His  answer  came  in  return,  acknowledging  his  error  as  to  my 
title,  but  saying,  'Surplusage  never  vitiates:  you  are  the  man  we  want — come.'  But  I  didn't 
preach  —  it  was  no  'sermon.' 

"Now,  having  written  about  everything  else,  'let  us  return  to  our  sheep,'  or  as  the- 
French  more  politely  phrase  it  —  'Revenons  a  nos  moutons' — relating  to  your  suggestion  as- 
to  the  privilege  of  publishing  my  letter  in  your  forthcoming  work. 

401 


"I  do  not  recall  precisely  the  verbiage  of  the  letter,  nor  in  particular  detail  the  matters 
therein  speciallv  set  forth.  But  I  presume  it  contains  nothing  that  could  do  me  any  harm,  nor 
probably  anything  that  could  any  one  else  any  good.  Therefore,  being  quite  an  'innocent' 
in  itself,   I  could   urge  no  objection  to  its  publication." 

In  Mr,  Allen's  letter  was  a  clipping  from  a  recent  issue  of  the  New  York  Sun.  The 
matter  concerns  our  present  topic,  and  is,  besides,  an  interesting  historic  incident.  The 
article  was  written  by  Mr.  ,'\llen.     Following  are  some  quotations : 

"On  the  first  day  of  January,  1869,  as  then  the  United  States  Consul-General  at  Hong 
Kong,  China,  commissioned  as  such  by  Abraham  Lincoln,  I  had  the  honor  to  receive  officially 
at  that  port  the  first  vessel  that  ever  crossed  the  Pacific  Ocean  by  steam.  She  came  in  under 
the  star-spangled  banner  of  the  United  States,  the  steamship  Colorado,  of  the  Pacific  Mail 
line.  In  thirty  days  from  San  Francisco,  near  three  thousand  miles,  she  came  in,  all  in  per- 
fect trim  and  in  good  order,  and  was  welcomed  by  thousands  of  the  curious  of  all  nation- 
alities, thronging  to  see  the  American  pioneer  of  steam  navigation  across  the  widest  ocean 
of  the  globe,  opening  steam  cominunication  direct  between  Asia  and  America.    *       *       * 

"At  the  private  suggestion  of  the  Governor  of  Hong  Kong,  I  requested  the  captain  of 
the  steamer  to  treat  the  officials  and  distinguished  citizens  of  Hong  Kong  to  an  excursion 
around  the  island.  He  readily  complied,  and  some  twelve  hundred  persons,  Europeans  and 
Chinese,   crowded   the   great  ship,  watching   and  admiring  as  she  sailed. 

*  *  * 

"I  made  a  special  official  report,  giving  the  ship's  name,  build,  ownership,  register,  ton- 
nage, exact  dates  of  sailing  and  arrival,  officers'  names,  number  of  crew,  amount  of  coal 
consumed,  and  all  appropriate  notes  from  the  log  book,  and  forwarded  that  report  to  the 
State  department  at  Washington.  For  having  done  so,  I  received  the  thanks  of  the 
department. 

"As  to  the  Sirius,  'the  first  steam  vessel  that  crossed  the  .\tlantic  from  the  British 
Isles,'  as  it  is  truly  claimed,  she  was  not  the  pioneer  vessel  of  steam  navigation  across  the 
Atlantic.  Nineteen  years  before  her  arrival  at  New  York,  in  1819,  the  steamship  Savannah, 
built  and  owned  at  New  York,  sailed  from  Savannah,  Ga.,  for  Europe,  crossed  the  Atlantic 
to  Liverpool,  thence  on  to  St.  Petersburg,  and  returned,  as  her  captain,  Rogers,  reported, 
'without  a  screw  loose  or  a  bolt  started.' 

"So  the  actual  pioneers  of  trans-oceanic  steam  navigation  across  the  two  great  oceans 
of  the  globe  were  American  ships  sailing  under  the  flag  of  the  great  republic." 

MuRKiSToWN,  N.  J.,  January  31,   IftOo. 
Hon.  J.  J.  Burns. 

Dear  Sir  :  —  I  have  the  pleasure  to  acknowledge  the  receipt  of  your  favor  of  the  2~ih 
inst.  In  that  you  request  biographical  information  relating  to  my  school  life  in  Ohio.  In 
reply,  I  cannot  do  better,  I  think,  than  to  refer  you  to  Shotwell's  "History  of  the  Schools  of 
Cincinnati,"  published  in  100-2,  at  pages  as  indicated  in  the  index. 

It  is  true,  that,  primarily  educated  in  the  common  schools  myself,  I  had  always  been 
interested  and  somewhat  active  in  the  matter  of  public  education  in  Ohio,  outside  of  my 
official  connection  with  the  college  and  public  school  system  of  Cincinnati :  but  not  in  any 
official  way.  As,  for  instance,  delivering  addresses,  by  invitation,  before  Teachers'  Institutes, 
Normal  Schools,  etc.  At  one  time  (I  do  not  remember  the  year)  by  request  of  President 
Lorin  Andrews,  I  delivered  a  course  of  lectures  on  Natural  Science,  in  the  series  before  the 
Western  Reserve  Teachers'  Association  at  Norwalk,  Ohio.  I  may  add,  perhaps  not 
altogether  appropriately  however,  that,  pursuant  to  invitations,  with  the  exception  of  Oberlin, 
I  have  delivered  commencement  addresses  before  every  college  in  Ohio,  including  Kenyon, 
my  Alma  Mater,  and  on  two  occasions  at  the  Wesleyan  University  at  Delaware :  also  in 
we-stern  Pennsylvania  and  Indiana.  To  these  may  be  added  numerous  addresses  and  essays 
before  lyceums,  literary  associations,  law  schools  and  learned  societies. 

I  may  also  remark,  though  not  quite  appropriate  to  Ohio,  that  while  United  States  Con- 
sular representative  in  China,  I  visited  Chinese  schools,  and  saw  much  to  interest  me  in  their 
peculiar  system  and  methods  of  instruction,     .^nd  I  found  there  what  seems  to  be  not  gen- 

402 


crally  kiu.wii,  that  the  Cliiiiese  system  of  pul)lic  schools  bears  a  strilsing  resemblance  to  our 
own  in  Ohio — but  only  for  boys,  not  for  girls, 

After  my  return  from  China,  after  near  seven  years  of  absence  from  the  United  States, 
I  served  about  four  years  in  New  York  as  co-editor  and  special  definer  of  the  law  depart- 
ment of  the  "Standard  Dictionary."  pul)lishcd  in  1898.  .\nd  1  have  had  the  satisfaction  of 
seeing  my  definitions  in  that  department  of  the  work  cited  as  authority  in  courts  of  several 
of  our  states  as  well  as  in  England. 

Since  the  completion  of  that  work,  I  have  been  here  in  retirement,  though  still  engaged 
in  literary  work  of  a  character  somewhat  severe  as  to  study  and  research :  but  more  to  amuse 
and  keep  iny  mind  in  training  than  for  any  special  purpose. 

And  in  this  connection  I  take  the  liberty  to  mention  that  I  have  recently  entered  upon 
my  ninety-second  year  of  life,  and  that  my  health  is  perfect,  and  activity  of  movement  is  such 
that  a  daily  promenade  of  three  to  five  miles  is  not  only  a  roborant,  but  also  a  pleasure 
excursion. 

Though  called  by  destiny  to  reside  in  different  countries  and  climates  and  under  various 
conditions  of  life,  I  have  been  blessed  with  uniformly  good  health.  Perhaps  this  exemption 
from  constitutional  ailments,  and  the  attainment  to  this  state  of  comfortable  longevity,  may 
m  a  meas'.irc  be  attributed  to  temperate  habits  of  life,  for 

"In  my  youth  I  never  did  apply 
Hot  and  rebellious  liquor  to  my  blood : 
Therefore  my  age  is  as  a  lusty  winter 
That  comes  to  me  frosty,  but  kindly." 

Please  accept  assurance  of  my  sincere  respect. 

Respectfully  yours,  etc., 

Isaac  J.  Allen. 
403 


LORIN    ANDREWS 

LoRiN  Andrews  was  born  in  Ashland 
county,  Ohio,  on  the  1st  of  April,  1819. 
His  boyhood  was  spent  in  labor  upon  his 
father's  farm.  When  eighteen  years  of  age 
he  entered  the  grammar  school  at  Gambler, 
and  afterwards  Kenyon  College.  The  strong 
religious  element  in  his  character,  which  mani- 
fested itself  in  his  future  life,  was  here  first 
awakened  under  the  teaching  and  personal  in- 
fluence of  Bishop  Mcllvaine.  In  184(1,  he  en- 
gaged as  assistant  in  an  academy  at  Ashland. 
He  afterwards  taught  for  a  time  at  Mansfield, 
but  returned  and  took  charge  of  the  Ashland 
Academy,  at  the  same  time  pursuing  the  study 
of  law.  In  1847,  he  was  admitted  to  the  bar, 
and  the  same  year  was  called  to  the  superin- 
tendency   of   the   public   schools   at    Massillon. 

The  General  Assembly  of  18o<i-ol  having 
adjourned  without  appointing  a  State  Board 
of  Superintendents,  as  required  by  the  law  of 
March  t>.  18.50,  it  appeared  obvious  to  the 
members  of  the  State  Teachers'  Association 
that  publig  sentiment  was  not  so  far  enlight- 
ened as  absolutely  to  demand  of  the  Legis- 
lature the  appointment  of  such  officers :  and 
it  was  deemed  advisable,  in  accordance  with 
the  great  principle  so  early  announced  by  the 
Association,  "that  it  is  unwise  to  enact  laws, 
however  salutary,  in  advance  of  public  opin- 
ion," to  employ  the  appropriate  means  for 
creating,  in  the  public  mind,  a  demand  for 
such  a  supervision  of  the  schools  of  the 
State,  as  was  thought  indispensable  to  their 
usefulness.  For  this  purpose.  Mr.  Lorin  An- 
drews was  induced  to  resign  his  place,  and 
commence  a  series  of  labors  as  the  agent  of 
the  Association.  No  better  selection  could 
have  been  made.  Brave,  hopeful,  energetic, 
persuasive,  unselfish,  he  was  a  leader,  men 
follow  with  enthusiasm.  He  gave  up  a  good 
and  permanent  position  without  a  moment's 
hesitation,  to  engage  in  an  untried  one,  with 
an  uncertain  outlook,  and  with  no  assurance 
as  to  pecuniary  reward  for  liis  services  but 
such  as  a  voluntary  organization  of  teachers, 
not  legally  responsible  for  any  debt  it  might 
create,  covild  give  him.  He  entered  upon  his 
wide  field -of  labor,  and,  as  if  by  magic,  union 
schools  sprang  up  at  his  touch.  The  number 
of  in.stitutes  was  largely  increased,  and  wher- 
ever he  appeared  teachers  caught  from  him  a 
new  life  and  inspiration.  The  Association  was 
scarcely  less  worthy  of  praise.  It  had  prom- 
ised Mr.  Andrews  a  sum  for  his  services 
larger  than  any  superintendent  in  the  State 
was  then  receiving,  and  this  promise  was  re- 
deeined  to  the  utmost  farthing,  the  whole 
amount  being  paid  by  the  teachers  themselves 
out  of  their  scanty  earnings.  It  is  not  sur- 
prising that  the  spirit  which  prompted  such 
unselfish  sacrifices  should  have  left  an  imprint 
on  the  schools  of  the  State  not  yet  wholly 
effaced. 


Mr.  Andrews's  first  report  as  the  agent  of 
the  Association,  or  as  chairman  of  the  execu- 
tive committee,  for  he  was  both,  declares  that 
the  passage  of  the  law  of  1849,  and  the  organi- 
zation of  so  many  Union  schools  under  it, 
constituted  a  bright  era  in  the  educational 
history  of  our  State.  He  submitted  a  table 
of  forty-one  institutes,  and  eiubodied  in  the 
report  a  substantial  argument  for  the  appoint- 
ment of  a  state  superintendent  and  four  or 
more  district  superintendents. 

"The  experience  of  your  committee  during 
the  past  year,  has  clearly  demonstrated  how 
puny  must  be  the  labors  of  any  one  man, 
compared  with  the  great  educational  work 
which  might  be  done,  and  which  ought  to  be 
done,  in  the  great  State  of  Ohio,'  composed 
as  it  is  of  eighty-eight  counties,  divided  into 
twelve  thousand  School  Districts,  and  con- 
taining within  its  borders  eighteen  thousand 
teachers  and  one  million  of  children.  The 
more  your  committee  has  extended  its  labors, 
and  become  more  intimately  acquainted  with 
the  real  educational  condition  of  the  State, 
the  greater  has  appeared  the  mighty  educa- 
tional work  which  must  be  done.  Our  Legis- 
lature has  wisely  provided  for  a  thorough 
supervision  of  the  works  of  public  improve- 
ment. The  corps  of  supervision  on  these 
works,  consists  of  three  members  of  the  Board 
of  Public  VVorks,  about  forty  superintendents, 
and  ten  resident  engineers ;  and  these  officers 
are  employed  at  an  annual  expense  of  not  less 
than  forty  thousand  dollars.  But  how  insig- 
nificant are  the  pecuniary  interests  involved 
in  our  works  of  public  improvement,  when 
compared  with  the  countless  stores  of  intel- 
lectual and  moral  wealth,  which  are  annually 
developed  in  our  various  institutions  of  learn- 
ing, and  profitably  invested  in  the  expanding 
minds  and  cultivated  hearts  of  the  future  citi- 
zens and  rulers  of  this  great  Commonwealth. 
And  yet  only  a  paltry  sum  of  six  or  eight 
thousand  dollars  is  asked  for  the  supervision 
of  the  great  educational  interests  of  the  State ; 
and  that,  too,  when  in  addition  to  the  vast 
intellect  and  moral  considerations  involved, 
not  less  than  one  million  of  dollars  are  annu- 
ally expended  for  the  support  of  our  Public 
Schools." 

The  editors'  portfolio  of  the  Ohio  Journal 
of  Education,  Mr.  Cowdery,  no  doubt,  speak- 
ing, zealously  urged  the  selection  of  Mr.  An- 
drews, their  colleague,  for  the  newly  created 
office  of  Commissioner,  without  reference  to 
party  preferences.  After  the  election,  in  which 
he  was  not  the  successful  candidate,  the  tru.s- 
tees  of  his  Alma  Mater,  without  a  dissenting 
voice,  called  him  to  the  presidency,  and  he 
decided  to  accept.     The  portfolio  spoke  again. 

"Numerous  letters  have  been  received  by 
Mr.  Andrews,  urging  him  to  decline  all  the 
tempting  offers  which  have  been  made  him 
from  different  sources,  and  to  continue  in  the 


404 


J 


service  of  the  State  Association.  After  ma- 
ture deliberation,  he  has  decided  to  accept  the 
presidency  of  Kenyon  College.  VVe  think  that 
none  who  consider  all  the  circumstances  can 
find  fault  with  his  decision.  Few,  if  any,  of 
those  who  have  urged  him  to  a  different 
course,  would  he  willing  to  do  what  they  have 
asked  of  him ;  to  be  absent  from  home  the 
greater  part  of  the  year,  to  travel  by  night 
and  by  day :  and  all  for  the  same  compensa- 
tion which  he  might  receive  in  charge  of  a 
good  school,  and  remain  quietly  at  home." 

Later,  with  a  drop  of  mild  acid  in  the  ink : 
"We  respectfully  suggest  to  those  who  have 
manifested  so  strong  a  desire  that  Mr.  An- 
drews should  continue  his  agency,  and  ex- 
pressed a  willingness  to  contribute  liberally 
for  his  support,  that  the  financial  cominittee 
will  be  glad  to  receive  their  contributions, 
however  generous,  and  apply  them  on  his 
salary  for  the  current  year. 

When  the  call  for  volunteers  was  made  in 
1861,  he  was  the  first  man  to  respond.  He 
recruited  a  company  in  Knox  county,  and 
soon  after  was  appointed  Colonel  of  the  4th 
Regiment  of  Ohio  Infantry,  and  detailed  to 
service  in  Western  Virginia.  His  regiment 
soon  became  noted  for  its  discipline  and 
efficiency.  In  the  midst  of  his  duties  he  was 
attacked  by  camp  fever,  of  which  he  died  at 
Gambier,  on  the  18th  of  September,  18(51,  uni- 
versally beloved  and  deeply   lamented. 


DR.    I.    W.    ANDREWS 

From  one  point  of  view,  the  life  of  Dr. 
I.  W.  Andrews  may  be  sketched  in  few 
words.  Born  at  Danbury.  Connecticut,  in 
1815,  he  was  graduated  at  Williams  College  in 
1837,  was  elected  Tutor  of  Mathematics  in 
Marietta  College  in  18-38,  Professor  of  Math- 
ematics in  1830  and  President  in  1855.  In 
1885  he  resigned  the  presidency  but  continued 
to  give  instruction  in  Political  Philosophy. 
How  it  happened  that  I.  W.  Andrews  was 
called  to  Marietta  at  so  early  an  age  is  ex- 
plained by  a  letter  written  to  him  by  that 
greatest  of  .Xmcrican  teachers,  Mark  Hop- 
kins,   in    1867.     "I    was    written   to   know    my 

opinion   of as  a   suitable  person 

for  Marietta.  That  was  the  only  question 
asked  me.  I  do  not  remember  precisely  what 
I  said,  but  I  went  beyond  the  record  and 
recommended  vou.  I  have  never  regretted 
what   I  did." 

Mark  Hopkins  said  still  more  when  he 
visited  Marietta,  expressing  his  great  pleasure 
in  recalling  the  fact  that  it  had  been  his  good 
fortune  to  send  such  a  worthy  representative 
from  his  first  class  to  build  up  another  Will- 
iams College  on  the  banks  of  the  Ohio. 

We  do  not  admire  the  beauty  of  an  edifice 
on  account  of  the  noise  made  in  its  construc- 
tion. That  Marietta  is  indebted  to  the  influ- 
ence of  Dr.  Andrews  for  benefactions  and 
legacies  amounting  to  half  a  million  dollars, 
that  a  thousand  men  to-day  recall  his  lessons 
with  grateful,  reverent  feelings,  is  soon  told, 
but  it  is  the  summary  of  fifty  years  of  faith- 
ful  service. 


His  ideal  of  a  teacher's  work  is  so  clearly 
expressed  in  an  article  on  the  "Personal  Pecul- 
iarities of  Teachers,"  in  the  Journal  of  Edu- 
cation, that  one  might  easily  fancy  it  the  remi- 
niscence of  one  of  his  pupils. 

"The  perfection  of  instruction  consists  in 
so  aiding  the  pupil  to  overcome  for  himself 
the  difliculties  which  he  mcet.s,  in  throwing 
light  upon  his  path  at  just  the  moment  it  is 
needed,  in  such  a  quiet  way,  with  so  little  of 
parade  or  effort,  that  the  pupil  is  sensible  only 
of  the  progress  he  is  making,  and  is  quite 
unconscious  of  the  real  aid  he  has  received 
from  the  teacher." 

His  students  will  also  heartily  confess  the 
truthfulness  of  his  picture  of  college  life  in 
Marietta,  and  that  his  own  quiet,  patient  ex- 
ample made  such  a  history  possible :  "From 
its  establishment  to  the  present  day,  it  has 
been  singularly  free  from  excitements  and 
troubles,  and  it  has  pursued  the  even  tenor 
of  its  way,  aiming  to  give  the  best  possible 
training  to  young  men  who  have  sought  its 
privileges.  The  College  furnishes  little  mater- 
ial for  an  historical  sketch,  and  perhaps  this 
is  the  best  thing  which  can  be  said  of  an 
in.stitution  of  learning." 

We  leave  for  others  the  pleasant  task  of 
describing  more  fully  his  work  in  Marietta. 
The  younger  teachers  of  Ohio  do  not  know 
how  closely  he  is  identified  with  the  early 
history  of  our  common  schools.  In  Febru- 
ary, 1851,  the  Ohio  State  Teachers'  Associa- 
tion, in  a  meeting  at  Columbus,  appointed  him, 
with  six  others,  to  aid  in  the  organization  of 
county  institutes,  and  through  the  southern 
and  eastern  part  of  the  State  he  took  an  active 
part  in  the  educational  campaign  that  ensued. 

An  eminent  schoolmaster  in  the  immediate 
succession  once  said  in  effect ;  there  are  some 
ten  or  twelve  distinguished  men  that  history 
must  call  the  founders  of  the  Ohio  school 
system.  Dr.  Andrews  was  one  of  these.  In 
breadth  and  earnestness  he  was  the  peer  of 
any  man  that  has  been  prominent  in  the 
school  work  of  the  State.  One  by  one  these 
leaders  in  thought  and  action  have  finished 
their  work.     Each   memory  is  precious. 

He  was  President  of  the  Ohio  State 
Teachers'  Association  at  Steubenville  in  1857, 
and  long  served  on  the  Executive  Committee ; 
he  also  delivered  the  Annual  Address  at  Put- 
in-Bav  in  1877.  He  was  a  member  of  the 
State  Board  of  Examiners  from  1866  to  1871. 

The  experience  of  a  teacher  who  well  and 
pleasantly  remembers  his  going  before  the 
board  is  an  example  of  Dr.  Andrews's  method. 
"In  the  year  1867,  I  presumed  to  appear  be- 
fore the  State  Board  of  Examiners  intent 
UDon  bearing  away  a  certificate,  and  the  hour 
came  when  I  met  Dr.  Andrews,  who  was  sit- 
ting with  a  copy  of  Cicero's  orations  in  his 
hand.  After  a  kindly  greeting,  he  opened  the 
book,  handed  it  to  me,  then  rose  and  walked 
over  to-  the  window,  as  if  something  there 
was  in  need  of  attention.  Returning,  he  told 
me  to  read :  in  fact  I  had  been  reading. 
Never  had  I  devoted  a  minute  with  more 
concentration   to   study.     I   passed,   and  never 


405 


have  I  wavered  in  niv  opinion  as  to  what  was 
the  learned  professor's  errand  to  the  window." 

As  associate  editor  of  the  Ohio  Journal  of 
Education,  in  the  first  six  volumes  (18o2-7), 
and  afterwards  as  contributor  to  its  successor, 
the  Educational  Monthly,  he  showed  his  lively 
interest  in  elementary  education.  In  18.52,  he 
wrote  of  "The  Union  School  System"  and 
warned  officers  and  teachers  against  too  im- 
plicit reliance  upon  the  excellence  of  any 
system,  thus  by  thirty  years  anticipating  a 
favorite  dogma  of  the  apostles  of  the  New 
Education. 

Hundreds  of  teachers  think  what  a  worthy 
representative  said:  "His  life  and  character 
have  been  to  me  an  inspiration.  I  found  him 
always  willing  to  direct  his  clear  judgment 
to  the  service  of  one  who  came  to  him  for 
advice.  When  I  first  became  acquainted  with 
the  Ohio  Educational  Monthly,  nearly  half 
the  contributions  to  that  Journal,  in  regard  to 
common  schools,  were  from  his  pen.  What 
he  wrote  needs  no  revision.  He  thought  be- 
fore he  spoke." 

He  was  an  active  member  at  the  first  meet- 
ing of  the  National  Teachers'  Association,  and 
afterwards  became  one  of  the  National  Coun- 
cil  of   Education. 

At  his  home  he  was  among  the  first  to 
move  for  the  organization  of  a  system  of 
union  .'-chools,  and  to  him  Marietta  is  greatly 
indebted  for  the  deservedly  good  reputation 
of  her  public  schools. 

His  early  experience  as  teacher  of  mathe- 
matics colored  and  influenced  all  his  instruc- 
tion in  other  departments,  and  especially  in 
that  for  which  he  will  chiefly  be  remembered 
beyond  his  immediate  circle  of  friends,  the 
chair  of  political  phdosophy.  His  political 
creed  must  he  as  plainly  drawn  as  a  figure 
in  geometry,  as  clearly  expressed  as  an  equa- 
tion in  algebra.  Hence  he  laid  great  stress 
on  formal  acts  and  always  »aid  due  reverence 
to  the  visible  representatives  of  authority. 

In  politics  a  conservative,  in  the  best  sense 
of  the  word,  in  philosophy  he  was  always  and 
unmistakably  an  optimist,  but  not  an  enthusi- 
ast. "All  things  work  together  for  good"  is 
a  truth  whose  ever-present  reality  cheered 
him,  not  to  boasting  or  display  but  to  patient 
continuance  in  the  work  wliich  Providence 
had   assigned   him. 

Three  brief  sentences  are  sufficient  in 
themselves  to  bring  the  man  before  the  con- 
templative eye  even  of  one  who  never  saw  him. 
While  patiently  bearing  with  a  student's 
lapses  from  duty  he  often  said :  "Some  of 
those  boys  who  used  to  try  us  sorely  have 
niade  very  useful  men."  One  intimate  with 
him,  seeing  him  going  on  unfalteringly  with 
his  labors  though  affliction's  hand  was  sore 
upon  him,  realized  with  Adam  Bede : — "There's 
manv  a  good  bit  of  work  done  with  a  sad 
heart."  When  preparing  to  go  to  Boston  and 
deliver  an  historical  address  —  a  mission  from 
which  he  did  not  return  alive  —  he  replied  to 
the  remonstrance  of  his  wife  against  such  a 
journey  in  stormy  weather  :  —  "I  have  prom- 
ised to  go." 

M.MiTIN   R.    .\NnRE:ws. 


HIRAM    HOWARD    BARNEY 

HiR.AM  How.\Ri)  B.M<NEY  was  born  at  Lev- 
den,  Vermont,  October  V,  1804.  The  blood  in 
his  veins  had  coursed  from  ancestors  in  Wales, 
representatives  of  whom  came  to  America  in 
the  old  colonial  days. 

The  parents  of  H.  H.  Barney  —  for  this 
is  the  form  of  his  name  familiar  to  the  school 
people  of  Ohio  —  moved  from  Vermont  to 
New  York,  while  the  son  was  an  infant,  and 
took  a  wild  farm  near  the  small  village  of 
Belleville.  Here  the  boy  was  brought  up  in 
the  ways  of  country  life,  sheltered  by  a  cabin 
in   a   clearing. 

He  had  all  the  opportunities  for  reading 
and  study  the  neighborhood  afforded,  and 
very  early  he  resolved  to  achieve  the  best 
education  within  his  power.  He  entered 
Union  College,  Schenectady,  then  under  the 
presidency  of  Dr.  Eliphalet  Nott.  This  gen- 
tleman's name  was  familiar  to  western  school- 
boys of  fifty  years  ago  as  the  author  of  an 
eloquent  and  dramatic  address  upon  duelling, 
and  the  enumeration  of  those  "whom  he  could 
not  forgive"  for  the  death  of  Hamilton. 

Barney  entered  college  soon  after  coming 
of  age,  and  soon  won  hii  way  to  peculiar  dis- 
tinction as  a  student.  .After  graduation  he 
studied  law  and  practised  for  a  while.  His 
legal  training,  his  natural  aptitude  for  analy- 
sis, his  insistent  powers  of  persuasion,  and  his 
boundless  command  of  good  English  were  all 
brought  into  successful  plav  when  he  became 
the  first  School  Commissioner  of  his  adopted 
State. 

In  the  autumn  of  18:-i(i,  he  remove  1  with 
his  wife  and  two  small  children  to  the  village 
of  East  Aurora,  where  for  twelve  years  he 
served  either  as  principal  of  an  academy,  or 
superintendent  of  schools.  "His  wonderful 
success  as  a  teacher"  is  attested  by  one  who 
knew   well  of   what  he  wrote. 

Mr.  Barney  went  to  Cincinnati  in  1847. 
He  there  inaugurated  the  present  system  of 
high  schools,  by  organizing  and  managing  the 
Central  High  School.  When,  in  the  course 
of  the  evolution  of  the  school  system  of  Cin- 
cinnati the  Hughes  and  the  Woodward  High 
Schools  were  opened,  he  was  made  principal 
of  the  Hughes  High  School  in  which  position 
he  continued  until  18.>1  There  were  others, 
but  he,  during  those  years  was  the  leading 
exponent  of  the  claims  of  the  high  school  as 
an  institution  where  pupils  could  advance 
farther  along  the  road  to  knowledge  but  as 
a  means  of  giving  energy  to  the  entire  system. 

In  1849,  18.50,  and  1852,  Mr.  Barney  was  a 
member  of  the  executive  committee  of  the 
State  .'\ssociation,  and  was  one  of  the  editors 
for  the  association,  of  the  Ohio  Journal  of 
Education. 

Mention,  eksewhere,  is  made  of  the  effort 
of  the  school  men  to  prevent  the  office  of 
Commissioner,  established  in  1853,  from  hav- 
ing to  take  its  place  with  other  State  offices 
and  having  to  sink  or  swim  with  the  political 
ticket.  The  hope  had  little  in  experience  or 
observation  to  build  upon  though  the  desire 
and  its  special  aim  were  very  natural. 


406 


It  is  entirely  possible  tliat  no  harm  has 
come  from  the  office  of  School  Commissioner 
being  an  elective  office.  If  its  "being  in  poli- 
tics" means  that  the  incumbent  must  be  of 
the  same  political  faith  as  the  predominant 
party,  it  is  strongly  presumptive,  that  from 
the  beginning,  it  has  not  been  a  cubit  deeper 
in  politics  than  if  it  were  filled  by  the  gov- 
ernor's  appointment. 

Immediately  after  the  enactment  of  the  law 
of  18.5;),  William  Trevitt,  the  last  Secretary 
of  State,  to  serve  as  State  Superintendent  of 
Schools,  issued  the  first  edition  of  this  statute. 
A  second  edition  was  issued  by  Commissioner 
Smyth,  containing  also  the  Akron  Law,  the 
law  of  1849,  the  special  statutes  in  force, 
cited  elsewhere  relative  to  the  support  of  in- 
stitutes, with  forms  and  blanks,  and  an  ex- 
tensive collection  of  official  opinions  by  Mr, 
Smyth  and  his  predeces.sor,  Mr.  Barney.  The 
editor  of  the  Manual  mentions  the  fact  there 
were  nearl"  forty  of  Mr.  Barney' .s  opinions 
and  half  as  many  of  his  own.  A  fragrant 
flower  on  the  party  wall  is  an  expression  in 
Mr.  Smyth's  final  report,  after  the  experience 
of  six  years:  "Mr.  Barney's  letters  and  pub- 
lished opinions  were  exceedingly  useful  in 
securing  correct  practice  under  the  statute. 
I  have  ever  thought  that  his  published  opin- 
ions, interpreting  the  law,  are  worth  more 
than  ten  times  the  salary  which  he  received." 

.•\  very  difficult  branch  of  the  commission- 
er's duty  was  the  carrying  out  of  the  law 
relating  to  libraries.  Elsewhere  in  this  vol- 
ume the  efforts  to  do  away  with  the  best 
features  of  the  law  of  18.58,  especially  with 
the  sections  creating  and  naming  the  duties 
of  the  State  Commissioner  of  Common 
Schools,  have  been  recorded,  and  Mr.  Barney's 
stalwart    defense. 

At  the  close  of  his  term  he  was  not  re- 
elected. 

Some  five  or  six  years  after  Mr,  Barney's 
term  in  the  Commissioner's  office  he  was 
called  to  Circleville,  Ohio,  to  take  charge  of 
the  public  schools.  He  remained  in  that  posi- 
tion till  18li0,  when  he  again  returned  to  Cin- 
cinnati. 

.\s  long  as  Ohio  remembers  those  who 
served  her  well  in  the  vital  work  of  public 
education  the  name  of  H.  H.  Barney  will  not 
pass   into  the   "obscurity  of   neglect." 

W.  H.  V.  and  B. 


LEROY    D.   BROWN 

Lekov  D.  BkowN  was  liorn  in  Noble 
county,  Ohio,  November  8,  1848,  and  at  a 
very  early  age  developed  the  reading  habit 
which  so  prominently  characterized  his  entire 
life.  In  the  old  township  library  which  was 
found  in  his  neighborhood  he  had  access  to 
a  few  of  the  best  books  and  soon  made  him- 
self conversant  with  them.  He  was  especially 
interested  in  biography,  history  and  travel. 
In  addition  to  this  valuable  habit  he  also 
learned,  at  an  early  age,  in  the  school  of  hard 
manual  labor,  on  the  farm,  to  depend  upon 
his  own  personal  efforts  for  success,  and  to 
respect  and  honor  all  those  who  toil. 


-At  the  age  of  fifteen,  having  been  pro- 
hibited by  his  father  from  entering  the  army, 
he  ran  away  from  home  and  in  January,  1864, 
enlisted  as  a  member  of  Company  H,  116  O, 
V,  I.,  in  which  company  he  served  until  the 
end  of  the  war. 

Upon  his  return  from  the  army  he  again 
enter;!  the  district  school  which  he  attended 
for  a  short  time  and  then  began  more  ad- 
vanced work  in  the  graded  school  at  Seneca- 
ville,  Ohio.  During  the  winter  of  1866-1867 
he  taught  school  in  a  district  adjoining  the 
one  he  had  attended  as  a  pupil  a  few  years 
before.  The  following  spring  he  entered  an 
academy  at  Athens,  Ohio,  where  he  made  par- 
tial preparation  for  college.  In  1869  he  be- 
came a  student  in  the  Preparatory  Depart- 
ment of  the  Ohio  Wesleyan  University  at 
Delaware,  Ohio,  from  which  institution  he 
afterward  graduated.  He  was  compelled  to 
work  his  way  through  college  and  to  enable 
him  to  do  this  he  devoted  considerable  time 
to  teaching.  In  1871  he  was  appointed  county 
examiner  in  his  native  county.  In  this  county 
he  was  associated  with  John  M.  .\mos,  now 
editor  of  the  Cambridpe  Jefltersonian,  in  the 
management  of  a  normal  school  which  proved 
to  be  very  successful.  Perhaps  no  man  in 
Ohio  knew  more  of  the  real  inward  life  and 
character  of  Mr.  Brown  than  Mr.  Amos.  In 
a  recent  editorial  he  speaks  of  him  as  follows : 
"No  man  who  ever  lived  was  more  worthy 
of  the  closest  and  most  intiinate  relations  or 
personal  friendship.  He  was  true  as  tempered 
steel :  able,  energetic,  amiable,  shrewd,  and 
forceful,  he  left  the  impress  of  his  labor  and 
of  his  character  wherever  he  lived  and 
worked." 

In  referring  to  the  normal  .school  to  which 
attention  has  already  been  called,  Mr.  Amos 
says :  "While  yet  a  very  young  man  he  was 
sought  out  and  employed  as  my  associate  in 
a  norma!  school  in  Caldwell,  and  when  thus 
employed  he  walked  nearly  all  over  the  county 
talking  with  boys  and  girls  and  their  parents, 
and  as  a  result  when  the  school  opened  over 
one  hundred  young  men  and  women  came 
forward  as  students.  His  energy  was  mar- 
velous.    His  courage  indomitable." 

In  the  fall  of  1873  Mr.  Brown  took  charge 
of  the  graded  school  at  Newport,  Ohio,  and 
in  a  short  lime  had  so  thoroughly  organized 
and  systematized  the  work  that  the  office  of 
superintendent  was  created  and  he  was  elected 
to  fill  the  position.  His  work  here  was  so 
successful  that  he  was  called  in  1874  to  the 
superintendency  of  the  Belpre,  Ohio,  .schools, 
and  in  1875  to  the  superintendency  at  Eaton, 
Ohio.  It  was  in  this  position  that  the  writer, 
who  was  then  teaching  his  first  country  school, 
formed  his  acquaintance,  and  his  helpfulness 
and  kindness  can  never  be  forgotten.  He  was 
not  only  always  ready  but  also  anxious  to 
render  assistance  to  the  teachers  who  were 
beneath  him  in  position  but  who  gave  evi- 
dence of  an  honest  desire  to  merit  success. 
He  never  forgot  his  own  early  struggles  and 
on  this  account  kept  in  close  touch  with  the 
younger  members  of  the  teaching  profession. 

In  1879  he  was  elected  to  the  position  of 
superintendent  of  public  schools  at  Hamilton, 


407 


Ohio,  and  in  1881  was  re-elected  for  a  term 
of  two  years.  He  held  this  position  until 
January  1,  1884,  when  he  entered  the  office  of 
State  Commissioner  of  Common  Schools  to 
■which  he  had  been  elected  in  the  preceding 
October. 

He  was  untiring  in  his  attention  to  all  the 
calls  of  duty  in  this  office  where  her  calls  are 
many  and  various,  until  the  end  of  his  term, 
July,  1887,  when  he  moved  to  Alliance,  Ohio, 
where  he  was  engaged  for  a  short  time  in  the 
banking  business.  He  then  went  to  R^:io, 
Nevada,  to  accept  the  oresidency  of  the  State 
University.  He  was  afterwards  superintend- 
ent of  schools  at  Los  Angeles,  California. 
His  declining  health  made  it  necessary  for 
him  to  confine  his  work  to  a  smaller  sphere 
the  last  few  years  of  his  life,  but  he  never 
lost  any  of  the  intense  zeal  which  had  char- 
acterized him  in  his  days  of  better  health  and 
strength.  He  was  an  active  member  of  edu- 
cational associations,  county,  state  and  na- 
tional and  served  as  a  school  examiner  in 
nearly  every  county  in  which  he  taught.  He 
was  appointed  by  President  Harrison,  Visitor 
to  West  Point,  and  in  many  ways  not  enum- 
erated here  he  showed  that  he  was  not  only 
interested  in  educational  work  of  all  kinds, 
but  was  also  worthy  of  the  honors  conferred 
upon   him. 


MARCELLUS    F.   COWDERY 

M.  F.  CowDERY  was  born  in  Pawlett,  Rut- 
land county,  Vermont,  in  1815.  He  spent  his 
early  life  in  western  New  York.  After  an 
attendance  for  several  years  at  a  di.strict 
school,  he  entered  the  academy  at  Wyoming, 
New  York,  and  subsequently  that  at  Canan- 
daigua,  one  of  the  eight  institutions  that  re- 
received  legislative  aid  for  the  education  of 
teachers.     In    1836,    Mr.    Cowdery    began    the 


work  of  teaching  in  Ohio,  and  taught  in  dis- 
trict and  private  schools  until  1841,  when  he 
became  connected  with  the  Western  Reserve 
Teachers'  Seminary,  of  which  Dr.  Lord  was 
then  principal.  Here  he  nipt  with  many  who 
had  taught  in  the  public  schools,  or  were  pre- 
paring to  teach,  and  his  attention  was  thus 
turned  to  consider  the  defects  in  the  common 
school  system.  From  1845  and  onward,  Mr. 
Cowdery  labored  faithfully  in  the  interests  of 
the  schools  of  the  state,  attending  nearly  all 
the  earlier  institutes,  meeting  with  others  at 
Akron,  in  1847,  to  organize  the  State  Teach- 
ers' Association,  instructing  in  the  normal 
class  at  Norwalk.  and  everywhere  laboring  by 
word  and  work,  to  infuse  into  others  the  same 
interest  which  he  himself  felt  and  exhibited. 
In  November,  1848,  he  commenced  his  labors 
in  Sandusky,  and,  excepting  one  interval  of 
about  seven  months  in  1863-4,  continued  in 
the  superintcndency  until  July,  1870. 

Few  have  been  associated  with  Mr.  Cow- 
dery, either  as  teachers  or  pupils,  without 
acquiring  something  of  the  earnest,  conscien- 
tious spirit  he  Iirought  to  his  work,  and  of 
his  desire  for  the  physical,  moral,  and  intel- 
lectual well  being  of  those  intrusted  to  his 
care  —  in  a  word,  for  their  education  in  its 
broadest  signification.  His  well  known  col- 
lection of  "Moral  Lessons"  illustrates  the 
spirit  of  the  man. 

In  one  report  he  says :  "It  seems  to  me 
that  most  of  the  present  defects  in  the  com- 
mon schools  of  our  county  and  State  have 
their  origin  in  the  general  indifference  to  the 
importance  of  common  schools  to  society  and 
the  country.  It  is  not  for  want  of  means  or 
of  statute  regulations  that  good  school-houses 
are  not  found  in  our  county,  abundantly  sup- 
plied witli  furniture  and  apparatus;  it  is  not 
for  want  of  facilities  that  teachers  in  our 
county  are  not  thoroughly  qualified  for  their 
duties :  it  is  not  for  want  of  legal  powers 
that  school  directors  do  not  employ  a  compe- 
tent teacher,  and  render  the  common  school 
a  blessing  to  the  community ;  but  it  is  from 
the  low  estimate  placed  upon  the  importance 
of  common  .schools  by  citizens  generally,  and 
the  want  of  faith  in  their  capacity  for  im- 
orovement.  that  such  defects  exist  in  these 
schools  from  year  to  year."  These  were  truth- 
ful words  in  1846.  They  are  quoted  to  show 
what  a  shrewd  observer  said  of  the  schools 
in  the  rural  districts  forty  years  ago  —  to 
what  extent  will  the  facts  warrant  us  in  using 
different  words  to-day? 

Graded  schools,  as  now  organized  and  con- 
ducted were  then  unknown  in  the  Western 
States.  In  the  peculiar  work  of  superintend- 
ing such  schools,  Mr.  Cowdery  was  in  one 
sense  a  pioneer.  He  was  not  a  genius,  and 
did  not  claim  to  be  such,  but  he  possessed 
what  is  of  far  greater  value  in  school  manage- 
ment —  common  sense  and  confidence  in  one's 
ability  to  achieve  success.  He  was  fearless 
and  determined,  and  rarely,  if  ever,  made 
concessions  to  whim  and  prejudice:  but  he 
had  the  instincts  and  the  culture  of  a  true 
gentleman,  and  won  the  confidence  of  the 
entire  community  by  his  evenness  of  temper, 
blameless   life,    and    willingness   to    listen    pa- 


408 


tiently  to  advice  or  criticism,  no  matter  from 
what  source  it  came.  Teachers  visited  his 
schools  to  learn  how  to  conduct  their  own. 

While  he  never  neglected  his  professional 
duties,  but  bestowed  his  best  thought  and  most 
exhausting  labor  upon  them,  Mr.  Cowdery 
always  kept  abreast  of  the  times,  was  a 
thoughtful,  critical  reader  of  the  best  litera- 
ture, and  something  more  than  a  mere  looker- 
on  in  both  the  social  and  the  political  world. 

Mr.  Cowdery  was  eminently  an  industrious 
man.  Having  learned  in  early  life  the  im- 
portant lesson  that  one  can  rest  and  still  not 
he  idle,  he  did  not  seek  ease  or  cessation  from 
toil,  the  so-called  rest  of  the  sluggard,  but 
found  in  change  of  employment  all  the  rest  or 
recreation  he  seemed  to  need.  Gardening, 
care  of  orchard  or  vineyard,  the  pursuit  of 
some  favorite  study,  the  entertainment  of 
friends,  and  outdoor  and  indoor  work  of 
other  kinds,  occupied  the  moments  many 
would  have  spent  in  listlessness  or  harmful 
amusements,  or  in  di'ssipation  of  some  sort. 
Doubtless  some  persons  who  saw  him  busily 
at  work  in  garden,  vineyard,  or  factory,  early 
in  the  morning  or  late  in  the  afternoon, 
thought  he  cared  inore  for  them  and  the  in- 
come from  them  than  for  the  schools  he  was 
employed  to  superintend.  They  failed  to  .see 
that  these  varied  occupations,  engaged  in  with 
wise  purpose,  and  pursued  not  as  tasks,  in- 
stead of  impairing  his  strength  or  vigor  or 
having  a  tendency  to  divert  his  thoughts  from 
his  chosen  life-work,  were  the  means  by 
which,  under  providence,  he  was  enabled  to 
engage  in  that  work  with  tlie  energy,  buoy- 
ancy of  spirit,  and  enthusiasm  which  char- 
acterize him  only  who  has  a  sane  mind  in  a 
healthy  body.  Let  all  who  would  Win  success 
in  our  profession,  follow  his  example. 

Thoma.s  VV.   H.vrvev. 


EPHRAIM    CUTLER 

Ephbaim  Ct'TLER  was  born  at  Edgarton, 
Martha's  Vineyard,  Mass.,  April  13.  17(i7. 
He  was  the  son  of  Rev.  Manasseh  Cutler. 
L.L.  D.  He  came  to  Ohio  in  ITflo.  and  lived 
a  few  years  in  Ames,  Athens  county,  and 
afterwards  removed  to  Warren,  Washington 
county,  where  he  spent  the  remainder  of  his 
life.  His  interest  in  the  promotion  of  educa- 
tion doubtless  arose,  in  a  measure,  from  the 
fact  that  his  father  was  the  author  of  the 
famous  educational  provision  in  the  ordinance 
of  1797. 

He  was  appointed,  by  the  first  territorial 
legislature,  one  of  seven  commissioners  to 
lease  all  the  ministerial  and  school  sections 
in  each  township  of  the  Ohio  Company's  lands. 
This  was  the  first  effort  made  by  legislative 
authority  to  promote  common  school  education 
in  Ohio.  In  1802,  he  was  a  member  of  the 
Constitutional  Convention,  and  secured  the 
adoption  of  the  provision  which  imposes  upon 
the  General  Assembly  the  obligation  forever 
to  "encourage  schools  and  the  means  of  in- 
struction." 

.'\fter  nearly  twenty  years'  retirement  from 
active  political   life,  he  was  elected  in   18Ifl,  a 


member  of  the  General  .'\ssemb!y.  As  chair- 
man of  a  special  committee  of  the  House  of 
Representatives,  he  prepared  a  bill  providing 
for  the  division  of  townships  into  school  dis- 
tricts, for  the  building  of  school-houses  by 
money  raised  by  levies  upon  the  taxable  prop- 
erty of  the  districts,  and  for  the  partial  pay- 
ment of  teachers  from  the  public  funds.  This 
bill  passed  the  House  by  a  vote  of  40  to  'JO, 
but  the  General  Assembly  adjourned  before 
the   Senate  acted  upon   it. 

In  1823,  Mr.  Cutler  was  elected  Senator. 
He  was  a  member  of  the  school  committee, 
and  chairman  of  the  committee  on  revenue. 
In  his  efforts  to  secure  tlie  passage  of  a  .school 
bill  he  was  ably  supported  by  Nathan  Guilford. 
This  bill  passed  the  Senate.  January  26.  1825, 
by  a  vote  of  28  to  8,  and  the  House,  Febru- 
ary 1,  by  a  vote  of  48  to  24.  At  this  day, 
when  our  common  school  system  is  universally 
popular,  the  inten.se  earnestness  with  which 
Mr.  Cutler  followed  up  his  favorite  ineasure, 
cannot  be  properly  appreciated.  The  imperfect 
law  of  182.')  cost  far  more  labor  than  the  sub- 
sequent acts  based  upon  and  supported  by  an 
advanced    public    sentiment. 

As  a  private  citizen  Mr.  Cutler  was  an 
active  and  earnest  supporter  of  schools  and  all 
other  means  of  instruction.  The  first  school 
ever  taught  in  his  own  neighborhood,  near 
Marietta,  was  accommodated  by  the  use  of  a 
room  in  his  own  house.  It  was  taught  by  the 
late  General  John  Brown,  of  Athens,  Ohio. 
When  residing  in  Ames,  Athens  county,  he 
induced  a  younger  lirother,  a  graduate  of  Har- 
vard, to  teach  a  school,  a  part  of  his  house 
being  used  as  a  school  room.  He  was  active 
in  forming  a  local  library  —  the  first  public 
library  in  the  West  —  obtained  largely  by  the 
sale  of  furs,  and  often  called  the  "coon-skin 
librarv."  The  influence  of  the  good  schools 
he  helped  to  establish,  and  of  this  library 
upon  the  little  community  was  very  great. 
Mr.  Cutler  died  on  the  8th  of  July,  1853,  in 
the  eighty-seventh  year  of  his  age. 

H. 


WILLIAM    NORRIS    EDWARDS. 

Mr.  Edwards  was  born  in  Pittsfield,  Mass., 
July  4.  1812  and  graduated  at  Williams  Col- 
lege. The  writer  became  acquainted  with  him 
about  a  quarter  of  a  century  ago  when  he  con- 
ducted a  private  academy  in  Dayton,  Ohio. 
In  1852,  he  became  superintendent  of  the  pub- 
lic schools  of  Troy,  Ohio,  and  continued  to 
serve  the  people  acceptably  until  his  sudden 
death,  August  3,  18()7.  He  had  a  strong  hold 
upon  the  confidence  and  affection  of  the  peo- 
ple of  Troy.  His  funeral  was  largely  attended, 
many  of  the  business  houses  being  closed,  and 
private  residences  being  draped  in  mourning. 
Those  who  for  many  years  met  Mr.  Edwards 
in  the  meetings  of  the  State  Teachers'  Asso- 
ciation, learned  to  appreciate  his  worth.  He 
was  elected  president  of  the  Association  in 
1861,  but  did  not  preside  at  the  next  ineeting, 
being  detained  at  home  by  illness.  Mr.  Ed- 
wards was  a  man  of  great  culture,  and  his 
deliberation  before  he  acted  or  recommended 
action   made   him   a   safe   counselor.     He   will 


409 


long  be  remem1)cred  with  gratitude  by  the 
pupils  trained  under  his  guidance,  and  with 
the  highest  respect  1)y  his  fellow  teachers. 


H. 


SAMUEL   GALLOWAY 


The  State  Teachers'  Association  of  Ohio 
was  founded  in  1847.  Samuel  G.\llo\vay,  the 
subject  of  this  brief  sketch,  was  the  first  presi- 
dent. He  was  born  in  Gettysburgh.  in  1811. 
He  removed  to  Oliio  in  early  youth,  and  grad- 
uated at  Miami  University,  at  the  age  of 
twenty-two.  For  several  years  he  engaged 
successfully  in  teaching,  until  health  induced 
him  to  change  his  cm])loynient.  and,  having 
studied  law,  he  was  admitted  to  the  bar  in 
1842.  He  shortly  afterward  removed  to  Co- 
lumbus, where  he  resided  until  his  death  in 
1872. 

His  election  as  Secretary  of  State  made 
him  ex-oflficio  State  Superintendent  of  Com- 
mon Schools,  and  brought  him  into  direct 
association  with  the  leading  educators  through- 
out the  State.  The  cause  of  popular  educa- 
tion undoubtedly  owes  much  to  his  efforts. 
His  reports  to  the  Legislature,  embodying 
many  valuable  suggestions,  did  much  to  call 
public  attention  to  the  subject,  and  prepare 
the  way  for  the  legislation  which  soon  fol- 
lowed. It  is  gratifying  to  note,  that  though 
Mr.  Galloway's  special  sphere  was  mainly  that 
of  lawyer  and  politician,  he  did  not  remain 
untnindful  of  other  claims.  His  wit,  his  learn- 
ing, and  his  eloquence  were  freely  used  in 
behalf  of  all  measures  tending  to  the  improve- 
ment of  humanity. 

H. 

NATHAN  GUILFORD 

Nathan  Guilford,  the  leader  of  the  move- 
ment by  which  the  first  liberal  school  law  for 
Ohio  was  secured,  deserves  to  be  held  in 
grateful  remembrance  by  all  who  teach,  and 
all  who  have  children  in  the  common  schools. 

He  was  born  in  Worcester  county,  Massa- 
chusetts, and  in  his  boyhood  worked  .steadily 
on  his  father's  farm  during  the  spring  and 
summer  months,  and  attended  school  in  the 
fall  and  winter.  His  marked  love  for  reading 
and  study  led  his  father  to  determine  that  he 
should  have  a  liberal  education.  Nathan  was 
accordingly  sent  to  a  classical  school,  at  Lei- 
cester, where  he  fitted  himself  for  college. 
He  entered  Yale  College  when  he  was  twenty- 
two  years  of  age,  in  1808,  and  graduated  with 
a  respectable  position  in  his  class  of  1812. 
Mr.  Guilford  studied  law,  then  came  west  and 
opened  an  office  in  Cincinnati.  He  soon  be- 
came a  zealous  advocate  of  a  liberal  system 
of  public  schools,  and  sought  the  attention  of 
the  people  in  an  unique  way ;  he  issued  "Solo- 
mon Thrifty's  ,-\lmanac."  It  dealt  with  the 
stars,  the  march  of  the  planets,  the  weather, 
and  other  skyey  matters;  but  it  also  came 
down  and  published  paragraphs  upon  soils  and 
crops,  and  every  page  had  something  on  it 
about  education  and  free  schools. 

Mr.  Guilford  was  active  in  the  movement 
that    brought    about    the   .school    law   of    1821, 


and  was  a  member  of  the  committee  of  seven 
appointed  by  Governor  Trimble  "to  devise  and 
report  an  efficient  system  of  common  schools." 
The  report  made  no  provision  for  a  general 
fund  other  than  from  that  uncertain  source, 
the  sale  and  lease  of  public  lands.  Mr.  Guil- 
ford refused  to  approve  the  report  and  in 
order  to  make  his  view  widely  known,  he  ad- 
dressed a  memorial  to  the  General  Assembly 
in  which  he  advocated  with  great  force  the 
assessment  of  a  general  county  tax  for  school 
purposes.  This  memorial  was  printed  by  the 
legislature  along  with  the  Commissioner's  re- 
port, though  a  majority  of  the  members 
opposed  this  new  doctrine  —  the  first  public 
appeal  of  this  character  in  Ohio.  This  short 
paragraph  should  be  written  large :  its  doc- 
trine has  not  been  written  better.  "Public 
intelligence  and  public  morals  ought  to  be 
the  peculiar  care  of  every  Republic,  and  as 
every  man  is  interested  and  benefitted,  cither 
directly  or  indirectly,  in  the  political  safety, 
good  morals,  good  order,  intelligence,  and 
social  happiness  of  the  community  of  which  he 
is  a  member,  he  ought  to  contribute  freely  to 
their  promotion  and  support.  The  Legislature, 
as  the  public  guardian,  has  an  unquestioned 
right  to  compel  every  individual,  by  a  tax.  to 
bear  his  proportionable  share  of  the  expense. 
.\nd  if  the  means  are  not  otherwise  provided, 
it  becomes  the  duty  of  the  Legislature  to  ex- 
ercise that  right,  and  to  make  such  provision 
that  every  child  of  the  Republic,  whether  rich 
or  poor,  should  have  an  opportunity  of  receiv- 
ing a  common,  decent  education." 

Mr.  Guilford  and  a  few  of  like  mind 
appealed  their  ca.se  to  the  people.  He  an- 
nounced himself  a  candidate  for  the  State 
Senate,  was  elected,  and  on  the  organization 
of  the  Legislature  was  made  chairman  of  the 
Committee   on   Schools. 

His  ardent  leadership  and  tactful  manage- 
ment, with  the  cordial  seconding  of  Ephraim 
Cutler  and  others,  had  for  their  fruits  the 
law  of  1825.  It  was  upon  the  announcement 
of  the  vote  —  a  majority  of  twenty-two  —  it 
had  previously  passed  the  Senate  —  that  Mr. 
Cutler  is  said  to  have  turned  to  Mr.  Guilford, 
and  in  a  subdued  tone  expressed  his  feeling 
in  the  words  of  a  Scriptural  apostrophe, — 
"Lord,  now  lettest  thou  thy  servant  depart  in 
peace,  according  to  thy  word,  for  mine  eyes 
have  seen  thy  salvation." 

Public  schools  did  not  exist  in  Cincinnati 
in  1825,  and  Mr.  Guilford  returned  to  his  con- 
stituents determined  that  there  should  be  one 
place  where  this  law  would  not  fail. 

A  public  meeting  was  called  for  the  dis- 
cussion of  the  school  wants  of  the  city,  and 
five  persons  responded.  They  organized  and 
appointed  a  committee  to  report  at  an  ad- 
journed  meeting. 

Mr.  Guilford  made  the  proposed  report, 
recommending  a  special  law  for  Cincinnati, 
and  it  was  unanimously  adopted  by  the  three 
gentlemen  present. 

In  due  time  the  bill  became  a  law.  It 
authorized  the  city  council  to  levy  a  tax. 
An  indignation  meeting  —  the  .\nglo-Saxon's. 
safetv    valve  —  was    held    and    the    Hamilton 


410 


Couniy  nicnibcrs  of  t!ic  Legislature  were 
M'vercly   rebuked. 

The  city  council  halted.  Mr.  Guilford  then 
.iiuioiniccd  hiuLscIf  as  a  candidate  for  the  city 
council  and  after  an  exciting  canvass  was 
elected.  .^  tax  of  one  per  cent  was  proposed 
and  after  the  usual  struggle  was  ordered. 

It  is  related  by  Stale  Librarian  VV.  T.  Cog- 
gcshal!  that  ".X  loan  of  $4(l,(l("l  was  obtained 
and  tlic  first  school-house  site  was  purchased. 
A  substantial  building  was  immediately 
ericted  and  free  schools  were  then  fairly 
established  in  Cincinnati." 

To  arouse  the  very  sluggish  interest  of  the 
people  in  the  free  schools,  which  made  but  a 
.sorry  show  in  contrast  with  the  prosperous 
academies  whose  doors  were  opened  to  tlie 
children  of  the  well  to  do,  Mr.  Guilford  sug- 
gested a  bit  of  the  spectacular  —  the  teachers 
at  first  opposed  then  joined  hands  to  help  — 
a  procession  of  school  children  with  banners 
ar.d  music,  while  all  the  church  bells  rang 
out  in  dangerous  sympathy.  The  procession 
marched  to  a  church,  where  addresses  were 
made  and  the  band  played,  and  the  newspapers 
prai  ed  the  demonstration  —  all  to  cause  the 
p'eople  to  "talk  school." 

>,fr.  Rufus  King,  in  a  report  to  Commis- 
sioner Smyth,  pertinent  to  tJie  display  says: 
"These  demonstrations  which  made  a  gala 
day  of  the  city,  continued  many  years,  until 
the  growth  of  the  city,  and  the  number  of  the 
pupils  made  the  processions  inconvenient  and 
they  were  therefore  suspended.  But  they  had 
all  the  desired  effect.  The  great  mass  of  the 
citizens  were  surprised  and  delighted  by  the 
respectable  array  and  bearing  of  the  teachers, 
the  readiness  and  intelligence  which  the  pupils 
evinced  in  their  examinations,  and  more  than 
all  perhaps  by  tl;e  neatne,-s,  spirit  and  order. 
The  internal  effect  upon  the  schools  them- 
selves was  equally  fortunate  —  a  fine  spirit 
of  emulation  grew  up  among  the  various 
schools,  all  vieing  for  the  annual  honors." 

In  this  report  Mr.  Guilford's  name  is  not 
mentioned  in  connection  with  the  setting  on 
foot  of  these  demonstrations,  or  that  he  with 
another  gentleman  headed  the  first  procession  : 
and  the  state  printer  spelled  it  "Griswold,"  as 
a  member  of  the  House  in  182-"),  —  an  illustra- 
tion of  Thackeray's  definition  of  fame  —  "to 
be  killed  in  battle  and  have  your  name  mis- 
spelled  in   the   Gazette." 

In  the  spring  of  18.")(>  tlie  peoole  of  Cincin- 
nati, under  an  act  of  the  Legislature,  made 
and  provided,  elected  Mr.  Guilford  their  first 
Superintendent  of  Common  schools.  He 
served  two  years.  Under  a  new  law,  in  1853. 
the  Board  of  Trustees  and  Visitors  elected 
Mr.  A.  J.  Rickoff. 


JOHN     HANCOCK 

John  H.\NC(>rK  was  born  on  the  19th  day 
of  February.  18'25.  near  the  town  of  Felicity, 
Clermont  county.  Ohio.  Of  his  remote  an- 
cestry we  have  not  much  definite  knowledge. 
Shortly  before  the  death  of  General  Hancock, 
he  ordered  Lieutenant  William  F..  son  of  Dr. 
John  Hancock,  to  report  to  him  at  Governor's 


Island,  for  the  purpose  of  making  inpiiry 
concerning  his  family.  On  being  told  by  the 
young  lieutenant  that  his  great-grandfather, 
Henry  Hancock,  came  from  New  Jersey,  the 
General  replied :  "I.  too,  am  of  that  family, 
and  you  and  I  are  the  only  officers  of  that 
name  in  the  army."  The  interview  was  inter- 
rupted and  the  general's  death  occurred  be- 
fore it  could  be  resumed  ;  .so  that  this  little 
scrap  is  about  all  we  have  of  the  early  family 
history. 

John  Hancock  was  the  eldest  of  five  chil- 
dren. His  father,  David  Hancock,  was  by 
occupation  a  carpenter.  He  was  a  devout 
Methodist,  a  great  Bible  student,  and  a  ready 
and  pleasing  conversationalist.  The  mother's 
maiden  name  was  Roberts,  a  sprightly  woman 
of  Welsh  descent,  who  died  at  thirty-five,  leav- 
ing five  small  children.  A  childless  couple 
l)y  the  name  of  Moore  in  the  neighborhood 
besought  the  father  for  John,  the  eldest,  and 
he  became  the  light  and  joy  of  their  other- 
wise desolate  home.  Mrs.  Moore  was  a  good 
woman,  strong  intellectually,  of  great  firmness, 
tempered  with  motherly  kindness,  and  her  in- 
fluence on  the  character  of  the  boy  was  very 
marked.  It  is  said  that  her  good  old  face  at 
the  age  of  ninety  would  still  ripnle  with  smiles 
at  the  mirthful  sallies  of  the  boy  she  called 
her  own,  long  since  grown  to  manhood. 

.^fter  acquiring  wdiat  the  county  district 
school  of  his  native  county  afforded,  the  boy 
John  attended  Clermont  Academy,  and  subse- 
quently entered  Farmer's  College,  at  College 
Hill,  near  Cincinnati.  How  long  he  continued 
here,  I  am  not  able  to  say,  but  he  never  com- 
pleted a  college  course.  It  is  believed  that 
".^unt  Mary  Moore's"  snug  little  library,  sup- 
plemented by  his  own  early  purchases  of 
l)Ooks.  did  more  to  shape  his  career  than  the 
schools  he  attended.  To  those  are  attributed 
largely  the  beginnings  of  his  great  love  of 
good  books,  and  those  scholarly  tastes  and 
habits  wdiich  continued  to  grow  to  the  end 
of  his  life.  His  love  for  good  books  was 
one  of  his  ruling  passions. 

The  main  incidents  of  Dr.  John  Hancock's 
career  as  a  teacher  are  well  known.  While 
yet  quite  young  he  taught  in  the  country 
schools  of  his  native  county,  and  afterwards 
in  the  neighboring  villages  of  Amelia.  Batavia, 
and  New  Richmond.  It  was  during  these  years 
thai  he  became  familiar  with  the  conditions 
and  needs  of  the  country  and  village  schools, 
and  learned  to  .sympathize  with  the  teachers 
in  their  trials  and  discouragements. 

In  18.50,  Dr.  Joseph  Ray  met  the  young 
schoolmaster  at  an  educational  gathering  in 
Clermont  county,  and  induced  him  to  go  to 
Cincinnati  to  take  the  place  of  the  first  assist- 
ant in  the  Upper  Race  Street  School,  under 
that  stalwart  schoolmaster,  .'Andrew  J.  Rickoff, 
as  principal.  After  three  years  of  service  in 
this  position,  he  succeeded  Mr.  Rickoff  in  the 
principalship,  and  a  year  later  became  principal 
of  the  First  Intermediate  School  in  the  same 
city,  a  position  he  held  for  ten  years.  I 
visited  his  .school  in  18()8.  and  heard  a  recita- 
tion in  graiTiniar  conducted  by  hiin.  which 
made  a   lasting   impression   on   my   mind.      It 


411 


was  characterized  by  a  degree  of  intellectual 
life  and  thoroughness  that  made  the  faces  of 
the  pupils  glow.  A  favorite  practice  of  his, 
which  at  that  time  arrested  my  attention,  was 
to  require  every  definition,  principle  or  rule 
stated  to  be  illustrated  by  an  original  example. 

In  18()7  he  became  superintendent  of  the 
Cincinnati  schools,  an  honorable  and  respon- 
sible position  which  he  filled  with  credit  for 
seven  years. 

Dayton  was  his  next  field  of  labor,  where 
he  filled  the  office  of  superintendent  of  public 
instruction  for  a  period  of  ten  years.  On  his 
retirement  from  this  position,  a  meeting  of 
leading  citizens  was  held  to  bear  public  testi- 
mony to  his  personal  worth  and  the  faithful- 
ness and  efficiency  of  his  work.  One  long 
identified  with  the  educational  interests  of  the 
city  was  called  to  preside.  His  address  upon 
taking  the  chair  contains  the  following:  "Dr. 
Hancock  may  look  back  with  proud  satisfac- 
tion to  his  ten  years  of  labor  in  Dayton.  It 
might  well  satisfy  the  laudable  ambition  of 
anv  man  to  be  permitted  for  so  long  a  time 
to  impress  and  mould  the  character  of  thou- 
sands of  youth  and  children.  As  members  of 
the  board  of  education  associated  with  him  at 
various  times  in  his  work,  we  have  had  the 
best  means  of  knowing  how  faithfully  and 
efficientlv  he  has  discharged  the  duties  of  his 
office.  He  has  not  been  a  mere  office  superin- 
tendent, but  has  given  his  whole  time  during 
school  hours  to  personal  supervision  of  the 
daily  work  of  the  school-room.  While  an 
excellent  general  system  of  instruction  has 
been  adhered  to,  rigid  rules  have  not  been 
enforced  to  crush  out  the  individuality  of 
teachers.  He  has  insisted  on  good  work,  but 
has  been  content  when  it  has  been  accom- 
plished in  whatever  manner.  He  has  harmon- 
ized the  discordant  elements  in  our  schools, 
and  during  his  administration  peace  and  good 
will  have  characterized  all  the  intercourse  be- 
twefn  superintendent  and  teachers.  But  best 
of  all.,  he  has  exerted  a  beneficent  influence 
on  our  schools  by  the  purity  of  his  character. 
On  all  moral  questions  he  has  given  no  doubt- 
ful sound.  No  boy  in  the  schools  could  point 
to  his  example  as  an  excuse  for  the  slightest 
departure  from  the  purest  morality.  In  addi- 
tion to  his  work  in  the  schools  he  has  ever 
been  a  public  spirited  citizen.  No  effort  to 
advance  the  intellectual  and  moral  culture  of 
the  community  has  failed  to  enlist  his  warm 
sympathy  and   support." 

More  than  a  score  of  other  prominent 
citizens  followed  in  similar  strain,  bearing 
willing  testimony  to  his  high  qualities  of  mind 
and  heart  and  the  great  value  of  his  work. 

In  188(>.  Dr.  Hancock,  by  appointment, 
represented  the  educational  interests  of  his 
State  at  the  World's  fair  at  New  Orleans,  and 
soon  after  accepted  a  unanimous  call  to  the 
superintendency  of  the  public  schools  of 
Chillicothe. 

November  28,  1888,  he  was  called  by  Gov- 
ernor Foraker  to  tTie  office  of  State  Commis- 
sioner of  Common  Schools,  to  fill  the  vacancy 
caused  by  the  death  of  Commissioner  Tappan. 
and  at  the  State  election  in  1889  he  was  duly 
elected  to  that  office  for  the  full  term  of  three 


years,  beginning  on  the  second  Monday  of 
July,  180(1'.  At  the  time  of  his  death  he  had 
served  nearly  a  year  of  the  regular  term  for 
which  he  was  elected.  His  high  qualifications 
for  this  office  are  universally  recognized.  His 
extensive  and  varied  experience,  his  profound 
study  of  education  in  all  its  phases,  his  famil- 
iarity with  the  school  system  of  the  State  and 
the  systems  of  other  states  and  countries,  his 
abounding  enthusiasm  and  deep  devotion  to 
the  cause,  his  genial  and  unselfish  spirit,  and 
his  all-pervading  love,  of  his  fellow-men  made 
him  pre-eminent  in  his  high  office.  He  popul- 
arized as  well  as  magnified  his  office. 

His  name  appears  for  the  first  time  in  the 
proceedings  of  the  Ohio  Teachers'  Association 
in  185ii.  in  the  list  of  Hamilton  county  dele- 
gates. From  that  time  to  his  death  he  was 
a  most  faithful  and  efficient  member,  always 
present  and  always  active.  He  was  honored 
with  the  presidency  of  the  Association  in  1859. 

The  National  Teachers'  Association,  now 
called  the  National  Educational  Association, 
was  organized  at  Philadelphia,  in  1857.  At 
its  first  regular  meeting  at  Cincinnati,  in  1858. 
Dr.  Hancock  became  a  member,  and  continued 
to  take  an  active  part  in  its  proceedings  as 
long  as  he  lived.  He  presided  over  its  delib- 
erations at  the  eighteenth  annual  meeting,  held 
at  Philadelphia  in  1879.  He  was  also  identi- 
fied with  the  National  Council  of  Education, 
a  select  body  of  educators  formed  in  1881.  and 
holding  its  sessions  in  connection  with  the 
meetings  of  the  National  Educational  Associa- 
tion. 

His  services  as  county,  city  and  State  ex- 
aminer of  teachers  must  not  be  overlooked. 
In  all  these  capacities  he  was  conscientious 
and  painstaking. 

He  was  a  ready  writer  and  a  large  contrib- 
utor to  the  educational  periodicals.  There  are 
few  of  the  forty  volumes  of  the  Ohio  Edu- 
cational Monthly  that  do  not  contain  thought- 
ful articles  from  his  pen. 

Dr.  Hancock's  experience  as  a  soldier  de- 
serves mention.  In  May,  18(i4.  a  number  of 
Cincinnati  teachers  belonging  to  the  National 
Guards,  among  tliem  Dr.  Hancock  and  Mr. 
Rickoflt.  were  called  into  service  at  Washing- 
ton. The  July  number  of  the  Ohio  Educa- 
tional Monthly  for  that  year  contains  a  char- 
acteristic letter  written  by  our  friend  Hancock 
while  doing  duty  as  a  soldier  at  Arlington 
Heights.  He  speaks  of  long  marches  in  the 
hot  sun  and  of  blistered  hands  from  using 
the  spade  in  the  trenches  for  ten  hours  a  day. 
The  following  passage  indicates  that  military 
discipline  and  army  life  were  not  to  him  en- 
tirely congenial :  "The  mysteries  of  military 
procedure  are  incomprehensible  to  the  com- 
mon mind.  The  only  two  ooints  that  I  can 
pretend  to  understand  are,  that  the  private 
soldier  is  to  be  constantlv  reminded  of  his 
utter  nothingness,  and  that  the  military  way 
to  do  things  is  the  longest  and  hardest  way. 
I  am  afraid,  however  anxious  they  may  be  to 
do  their  duty  faithfully,  that  teachers  will  not 
make  good  soldiers,  for  they  will  think,  which 
is  an  offence  that  is  rank  and  smells  to  heaven 
in  the  nostrils  of  red  tape." 

In    the    institute    work    of    the    State,    Dr. 


412 


Hancock  may  be  classed  as  a  pioneer.  He 
assisted  in  organizing  and  conducting  the  first 
institute  in  his  native  county,  and  he  contin- 
ued to  do  effective  work  as  an  institute  in- 
structor to  the  end  of  his  life.  There  are 
few,  if  any,  counties  in  the  State,  in  which 
he  has  not  labored  in  that  capacity,  and  he 
never  seemed  happier  than  when  discussing 
some  phase  of  school  work  before  a  body  of 
teachers. 

The  storj*  of  Dr.  Hancock's  career  is  the 
old  story  of  honesty,  industry,  self-reliance 
and  perseverance.  In  him  was  no  guile.  He 
loved  right  and  hated  wrong.  He  walked  day 
by  day  on  the  line  of  rectitude.  In  nearly 
forty  years  that  I  have  known  him,  I  never 
heard  a  suspicion  cast  upon  his  honesty.  He 
was  a  lover  and  a  doer  of  the  truth.  His 
simplicity,  directness  and  naturalness,  in  all 
relations,  were  admirable.  He  never  left  room 
for  doubt  as  to  his  meaning  or  his  position 
on   any  question   of   importance. 

He  was  an  industrious  worker.  His  broad 
and  varied  scholarship  and  his  ready  and  effec- 
tive use  of  his  powers  were  wrought  out  by 
his  own  industry.  Early  obstacles  and  priva- 
tions did  not  deter  him  from  putting  to  use 
the  talent  committed  to  him.  He  made  great 
attainment  and  won  high  rank  by  doing  a 
true  man's  honest  work  day  by  day. 

Though  Dr.  Hancock  was  an  earnest  man, 
there  was  in  him  a  vein  of  humor  which  gave 
zest  to  his  conversation  and  made  him  the 
life  of  every  circle  in  which  he  moved.  His 
wit  was  of  the  chaste  and  refined  type,  and 
always  tempered  with  goodness  of  heart. 

He  was  magnanimous  —  great  of  mind  and 
large  of  heart.  There  was  nothing  petty  in 
his  nature.  No  mean  jealousies  marred  his 
intercourse  with  his  fellow  workers.  In  all  the 
years  of  my  acquaintance  with  him,  I  never 
knew  him  to  indulge  in  detraction  or  in  harsh 
or  unkind  criticism  of  fellow-teachers.  He 
was  disposed  to  look  upon  the  sunny  side. 

Of  Dr.  Hancock  as  an  educator,  praise  is 
in  all  the  school  districts.  In  his  educational 
doctrine  and  practice  he  was  what  might  be 
called  a  liberal  conservative.  He  believed  in 
progress,  but  had  little  faith  in  royal  roads 
to  learning.  He  was  not  apt  to  be  carried 
away  by  the  newest  educational  theories  and 
devices.  His  batteries  of  wit  and  sarcasm 
were  sometimes  trained  upon  those  conserva- 
tives who  are  sure  the  old  way  is  always  best ; 
but  oftener  upon  the  camp  of  the  radicals,  who, 
in  his  own  words,  are  ever  discovering  "the 
true  educational  philosopher's  stone  that  is 
to  transmute  everything  it  touches  into  the 
golden  ore  of  wisdom." 

Samuel   Findley. 


JOSHUA   C.   HARTZLER 

JosHU.A  C.  Haktzi.er  was  born  near  Lewis- 
town,  Pennsylvania.  November  27,  1832.  His 
parents  came  to  Ohio  in  1839,  settling  near 
Lancaster.  An  account  of  his  early  life  would 
be  but  another  telling  of  the  story  so  common 
in  this  country.  It  had  its  full  share  of  hard- 
ships,   and    luxuries    in    but    small    measure. 


After  obtaining  the  usual  elementary  educa- 
tion in  the  common  schools  he  learned  the 
carpenter  trade,  at  the  same  time  continuing 
his  studies  which,  later,  he  took  up  in  a  more 
systematic  manner  at  La  Fayette  Academy. 

His  work  as  a  teacher  began  in  the  Lan- 
caster schools,  where  he  showed  marked 
ability.  In  18<i0  he  was  called  to  Gallon  as 
superintendent  and  here  remained  for  six 
years.  In  1873  he  travelled  abroad  and  upon 
his  return  was  elected  to  the  superintendency 
of  the  Newark  public  schools,  in  which  posi- 
tion he  did  most  effective  and  satisfactory 
work  for  nearly  a  quarter  of  a  century. 

In  1883  the  University  of  Wooster  con- 
ferred upon  him  the  degree  of  A.  M.,  and  in 
1890  he  was  honored  with  the  degree  of  Ph. 
D.  by  the  Ohio  State  University.  He  was 
appointed  a  member  of  the  State  Board  of 
School   Examiners  in  1892. 

The  foregoing  contains  a  bare  recital  of 
facts  connected  with  the  life  and  work  of 
another  earnest  teacher  who  has  gone  to  his 
reward.  We  shall  see  him  no  more  here,  but 
he  lives  in  the  grateful  memory  of  the  thou- 
sands of  children  who  have  come  under  the 
influence  of  his  pure  life  and  helpful  example. 

The  writer  formed  the  acquaintance  of  Dr. 
Hartzler  in  1884,  when  entering  upon  his 
work  as  superintendent  of  the  Granville 
schools,  and  the  acquaintance  soon  ripened 
into  a  cordial  friendship  which  became  more 
intimate  as  the  years  passed  by.  His  clear, 
accurate  views  on  school  questions^  always 
expressed  with  the  greatest  consideration  for 
those  who  might  not  agree  with  him,  his 
eenial  and  dignified  bearing,  his  conviction 
regarding  the  right,  and  his  strict  adherence 
to  the  path  of  duty,  are  the  chief  character- 
istics which  made  his  life  lovable  and  his 
death  sincerely  mourned. 

To  the  teachers  who  were  associated  with 
him.  Dr.  Hartzler  was  more  than  a  superin- 
tendent —  he  was  always  the  true  friend,  who 
could  be  relied  upon  for  sympathetic  help  in 
the   difficult   work   of   the   school    room. 

O.  T.  Corson. 


THOMAS  W.  HARVEY 

.Among  the  rugged  hills  of  the  Granite 
State,  December  18,  1821,  Thomas  VVadleigh 
Harvey  was  born.  Surrounded  by  scenes  of 
natural  beauty,  and  breathing  the  pure  air  of 
his  country  home,  he  spent  his  early  boyhood. 
Laboring  on  the  farm  in  summer  and  attend- 
ing the  district  school  during  the  winter 
months,  he  laid  the  foundation  of  a  strong 
physical  constitution  and  of  mental  and  moral 
growth,  upon  which  he  developed  the  complete 
and  symmetrical  man  (we  are  here  to  honor.) 

With  his  father.  Judge  Moses  Harvey,  and 
other  members  of  his  family,  he  came  to  Ohio 
in  1833,  and  settled  on  a  farm  in  Concord, 
Lake  county.  This  farm  he  owned  at  the 
time  of  his  death.  He  kept  it  in  his  posses- 
sion, as  he  told  me,  because  of  the  many  asso- 
ciations  connected  with   it. 

For  the  first  three  years  of  his  life  in  Ohio, 
he  remained  on  the  farm  with  his  father,  and 


413 


attended  the  public  schools  whenever  he  could 
be  spared  from  the  farm. 

At  the  age  of  fifteen,  he  entered  the  office 
of  the  Republican,  published  at  Painesville. 
Ohio.  Here  he  learned  the  printer's  trade, 
which  was  of  great  value  to  him  as  a  teacher, 
and  especially  as  an  author.  He  remained  in 
the  printing  office  six  years.  During  these 
years  he  was  a  diligent  student.  In  1841,  he 
secured  a  teacher's  certificate  and  taught  his 
first  school.  Not  satisfied  with  the  limited 
education  he  had  received  by  his  own  efTorts 
and  in  the  country  schools,  in  1845  he  entered 
the  Western  Reserve  Teachers'  Seminary  at 
Kirkland.  In  this  school  he  was  under  the 
instruction  of  Dr.  Lord,  and  he  formed  an 
attachment  for  his  teacher  that  did  not  end 
With  his  death.  It  continued  warm  and  fer- 
vent through  all  the  years  of  his  own  life. 

In  1851,  soon  after  the  Akron  school  law 
had  passed  the  Legislature,  he  was  called  to 
the  superintendency  of  the  Massillon  public 
schools.  Here  he  had  an  opportunity  of  put- 
ting into  practical  operation  the  law  for  which 
he  had  labored  so  earnestly.  No  one  but  those 
engaged  in  the  work  at  that  time  can  compre- 
hend the  difficulties  in  the  way  of  practically 
carrying  out  the  provisions  of  the  law  relating 
to  the  proper  grading  of  the  schools. 

In  October,  1871,  Governor  Hayes  appointed 
Mr.  Harvey  State  Commissioner  of  Common 
Schools,  and  the  appointment  was  confirmed 
bv  his  election  in  November  of  the  same  year. 
No  appointment  or  election  of  Commissioner 
of  Common  Schools  has  been  hailed  with 
greater  satisfaction  by  the  school  people  of 
Ohio  than  was  that  of  Thomas  W.  Harvey. 
While  in  this  office  he  worked  constantly  and 
zealously  to  systematize,  broaden  and  make 
more  efficient  the  country  schools  of  the 
State. 

In  1877,  he  again  became  superintendent  of 
the  Painesville  schools  and  retained  this  posi- 
tion for  six  years  longer.  After  1883,  he  was 
not  engaged  in  the  active  work  of  the  schools, 
but  as  institute  instructor,  as  member  of  the 
Boards  of  Trustees  of  Lake  Erie  Seminary 
and  Grand  River  Institute,  and  as  an  educa- 
tional lecturer,  he  kept  himself  in  touch  with 
the  school  interests  and  school  men  of  the 
State  till  the  time  of  his  death,  January  20, 
18n2. 

A  full  biography  of  Dr.  Harvey  would  be 
almost  a  complete  history  of  public  education 
in  Ohio  for  the  last  half-century.  Every  true 
educational  reform  has  had  him  at  the  helm. 
In  his  hands  we  have  felt  all  would  be  safe. 
He  was  always  a  tried  and  trusted  leader. 
As  an  institute  lecturer  and  instructor,  Dr. 
Harvey  had  no  superior.  From  the  organi- 
zation of  the  Teachers'  Institute  in  Ohio,  he 
rarely,  if  at  all,  failed  to  give  more  or  less  of 
his  time  during  the  institute  season  to  the 
teachers  of  his  own  and  other  states.  It  is 
said  that  he  worked  in  every  county  in  Ohio 
but  one.  Many  of  us  will  never  forget  the 
days  and  weeks  we  have  spent  as  co-laborers 
with  him  in  institute  work.  His  presence  with 
us  and  his  words  of  encouragement  to  us  who 
were  younger  and  less  experienced  in  the 
work,    were    so    helpful    and    so    comforting. 


We  remember  well  when  we  told  him  how  we 
dreaded  every  hour  we  were  to  speak  to  the 
teachers  of  a  certain  institute,  and  he  replied, 
"Why,  my  friend,  I  have  the  same  feeling. 
After  all  the  years  of  my  experience  I  never 
go  before  the  teachers  of  an  institute  without 
more  or  less  fear  and  trembling."  These 
words  ga\e  us  courage  to  put  forth  our  best 
efforls.  not  without,  but  with  less,  "fear  and 
trembling." 

He  seemed  especially  fitted  by  nature  as 
well  as  by  training  for  this  kind  of  work. 
He  seemed  to  know  so  well  the  needs  of 
teachers  and  how  in  a  tactful  way  to  supply 
these  needs,  that  he  soon  won  the  hearts  and 
gained  the  attention  of  all.  Giving  informa- 
tion as  to  how  to  teach  the  subject  under  con- 
sideration was  of  little  moment  in  his  estima- 
tion, in  comparison  with  the  greater  good  he 
might  do  the  teachers  by  instilling  into  their 
minds  something  of  the  importance  and  dig- 
nity of  their  work,  and  at  the  same  time  the 
need  of  a  better  preparation  for  its  accom- 
plishment. 

As  a  teacher,  Thomas  W.  Harvey  was  born 
to  the  purple.  His  methods  were  natural,  his 
language  simple,  his  thoughts  clear,  his  knowl- 
edge far-reaching,  his  grasp  of  the  subject  and 
all  that  supplemented  it  comprehensive,  his 
presentation  of  it  forceful,  his  enthusiasm  un- 
bounded, and  his  power  to  stir  every  pupil 
to  his  best  endeavor  remarkable.  In  addition 
10  all  these  mental  qualifications  which  gave 
brain  power  and  intellectual  activity,  he  pos- 
sessed, in  a  large  degree,  love,  sympathy,  and 
an  earnest  desire  to  cultivate  the  moral  facul- 
ties of  his  pupils.  "We  must  cultivate  the 
hearts  as  well  as  the  heads  of  our  boys  and 
girls  or  we  shall  fail,"  he  would  frequently 
say  both  publicly  and  privately.  He  labored, 
as  every  great  teacher  labors  to  develop  the 
characters  of  his  pupils,  to  send  out  from  the 
school  young  men  and  women  with  pure 
hearts,  noble  purposes  and  high  aims.  Thus, 
in  his  profession,  Thomas  W.  Harvey  was  the 
peer   if   not   the   chief   of   his   contemporaries. 

He  loved  literature  for  its  own  sake.  You 
rarely  .saw  him,  at  home  or  abroad,  without 
a  book  of  some  one  of  the  old  authors  in  his 
hand.  Chaucer  was  his  favorite.  Possessing 
one  of  the  largest  private  libraries  in  the 
State,  he  fairly  revelled  among  his  books. 
He  was  very  fond  of  the  antique  in  books,  and 
in  his  library  you  will  find  many  books  of 
other  centuries,  valuable  for  their  great  age 
and  for  their  peculiarities  of  style  and  diction. 
He  was  also  no  mean  naturalist,  having  in  his 
possession  a  cabinet  well  filled  with  rare  and 
interesting    specimens    of    his    own   collection. 

In  the  life  of  our  friend  we  see  exemplified 
the  Divine  plan  of  growth ;  "first  the  blade, 
then  the  ear,  after  that  the  full  corn  in  the 
ear."  First  the  boy,  then  the  man,  and  after 
that  the  full  manhood  of  the  man,  rich  in 
the  abundant  fruitage  of  his  many  years.  His 
was  the  highest  type  of  manhood,  pure  in 
heart,  unselfish  in  his  nature,  noble  in  purpose, 
high  in  aspiration,  true  to  his  friends,  honor- 
able in  the  highest  sense,  honest  in  his  con- 
victions,   courageous    in    carrying    them    into 


414 


effect,  and  in  matters  of  right,  truth,  and  prin- 
ciple,  he  never   flinched. 

Like  Ahou  Ben  Adheni,  he  loved  his  fel- 
low-men. He  loved  his  friends.  No  man  had 
more  than  he.  He  was  a  man  whom  lo  know 
was  to  love.  His  attitude  toward  all  was  love, 
good  will,  a  word  of  cliecr  and  a  helpful  hand 
in  times  of  need.  He  was  e.-pi'cially  helpful 
to  the  younger  men  who  came  into  the  pro- 
fession. 

E.  F.  Moui.ToN. 


WILLIAM    DOWNS    HENKLE 

William  D.  Henkle  was  born  October  f, 
1828,  at  Pleasant  Hill,  six  miles  from  Spring- 
lield,  Clarke  County,  Ohio.  His  father's  pos- 
sessions were  but  small ;  he  owned  a  humble 
cottage  besides  which  his  horse,  saddle  and 
bridle,  comprised  about  all  his  worldly  wealth, 
for  he  was  an  itinerant  preacher.  Obeying  a 
call  to  Louisville,  Kentucky,  Rev.  Lemuel  Hen- 
kel  removed  to  that  city  with  his  family,  and 
was  there  stationed  pastor  of  the  Methodist 
Protestant  Church. 

After  her  husband's  decease  in  1835,  Mary 
Down  Henkle  returned  to  her  father's  home, 
at  L'rbana,  Ohio,  where  she  resided  for  two 
years,  and  then  she  removed  to  her  own  cot- 
tage at  Springfield.  While  living  at  his  grand- 
father's, in  Urbana,  William,  or  "little  Bill 
Downs,"  as  he  was  familiarly  styled,  mani- 
fested those  dispositions  to  inquiry  which  dis- 
tinguished him  in  manhood.  His  father  had 
taught  him  to  read,  and  he  conceived  a  love 
of  books  from  the  first.  The  first  school  he 
attended  was  at  the  old  Urbana  Academy  in 
which  he  himself  afterwards  tried  his  "pren- 
tice hand"  as  a  teacher. 

William's  aptitude  for  mmibers,  and  bis 
persevering  habit,  were  shown  while  he  was 
a  very  small  boy.  Failing  one  evening  to  get 
the  right  answer  to  a  question  in  arithmetic, 
he  went  to  bed  dissatisfied.  In  the  night  he 
was  heard  calling  out  to  his  sister,  "I  have 
the  answer !  I  worked  it  out  in  my  sleep !" 
It  is  no  surprise  to  learn  that  the  future  edi- 
tor of  Motes  and  Queries,  was  fond  of  work- 
ing" out  puzzles. 

When  the  widow  and  her  son  and  daugh- 
ters began  their  independent  struggle  for  sub- 
sistence, at  Springfield,  it  was  well  for  them 
that  they  were  bound  together  closely  in  the 
bands  of  family  love.  Toil  was  their  portion. 
They  were  acquainted  with  privation.  The 
mother's  needle  helped  to  earn  the  children's 
bread.  Adjoining  their  place  was  a  brick- 
yard, and  some  of  the  bands  who  worked  at 
the  kilns  were  boarded  at  the  widow's  house. 
The  owner  of  the  brick-yard  hired  William  to 
drive  cart,  paying  him  a  trifle  for  his  service. 
To  what  use  do  you  think  the  black-haired, 
rosy  boy  put  the  first  wages  he  received  ?  He 
bought  a  bonnet  for  his  mother. 

From  his  mother  William  inherited  his 
sweetest  and  his  strongest  qualities.  From  her 
be  derived  his  quiet  way  and  his  even  temper. 
Her  brain  transmitted  to  his  the  mathematical 
aptitude.      Mary    Downs    was    potentially    the 


author  of  the  Algebra  which  her  son  actually 
produced. 

^Ir.  J.  M.  Milhollin,  a  second  cousin  of  Mr. 
Henkle,  gives,  in  a  letter,  interesting  recollec- 
tions of  his  kinsman's  boyhood  and  youth.  He 
says,  "When  we  used  to  gather  about  the 
streets  of  Springfield,  Will  was  never  a  ring- 
leader. His  favorite  attitude  was  to  stand, 
leaning  against  a  wall  or  other  object,  with 
his  hands  behind  him.  He  generally  inclined 
his  head  a  little,  and  always  smiled  when  ad- 
dressed, or  when  he  himself  spoke.  His  own 
share  of  the  talk  was  small,  and  was  composed 
of  questions,  answers,  and  very  short  sen- 
tences. Often  he  saw  the  point  where  others 
did  not.  Then  he  would  be  verv  apt  to  men- 
tion something  about  it  to  the  boy  next  to  him, 
but  not  to  the   whole  crowd." 

To  those  who  have  watched  the  growth  of 
Mr.  Henkle's  library,  and  who  know  how  his 
very  heart-strings  were  twined  round  his  preci- 
ous books,  the  story  of  his  first  collection  is 
very  affecting.  The  slender  boy  drove  that 
cart,  hauling  clay  in  the  brick-yard,  snent  part 
of  his  slender  purse  in  buying  books.  His 
book-case  was  a  candle-bo.x  with  a  sliding  lid. 
Happy  boy!  symbolic  box,  —  the  candles  have 
shed  their  glimmering  light  and  are  gone  out : 
but  the  books,  —  inextinguishable  torches, — 
shall    shine  on,  to  illuiuinate  heart  and  mind. 

Young  Henkle  went  to  school  at  Spring- 
field, first  to  Mrs.  Bassett,  then  to  a  teacher 
named  Adams,  and,  for  a  short  time,  to  his 
uncle,  Alfred  Reed.  The  effect  of  the  school 
routine  upon  him  was  not  stimulating.  He 
appears  to  have  conceived  a  disgust,  not  for 
learning,  but  for  the  teaching  he  received. 
There  comes  a  time  when  the  pupil  gets  out- 
side of  himself,  looks  at  himself,  and  sees 
the  necessity  of  conducting  his  own  education, 
using  books  and  teachers  as  essential  tueans, 
but  not  as  wholly  responsible  for  his  edu- 
tion,  or  as  substitutes  for  his  own  industry 
and  will. 

Now  the  book-store,  like  a  strong  magnet, 
draws  him  to  its  loaded  shelves.  The  candle- 
box  is  no  longer  large  enough  to  hold  the  vol- 
umes that  come  to  Widow  Henkle's  cottage, 
and  Will  has  a  black  walnut  box  made  and 
placed  on  top  of  the  bureau,  for  books.  As 
one  awakened  to  a  conviction  of  sin  feels  that 
all  his  past  virtues  count  for  nothing,  so  the 
boy,  aroused  to  a  sense  of  ignorance,  begins 
humbly  to  study  and  learn.  The  strong  desire 
to  become  a  scholar  warms  his  being.  He  is 
now  ready  for  teachers  and  schools.  Do  we 
not  know  that  the  work  is  all  but  done?  Hen- 
kle is  born  into  the  kingdom  of  the  intellectu- 
ally saved ! 

When  we  are  ready  for  them,  our  teachers 
come.  How,  like  a  good  genius  in  a  fairy  tale, 
came  the  young  High  School  student,  T.  D. 
Crow,  to  William  Henkle.  "I  noticed  the  lad," 
says  Mr.  Crow,  "sitting  in  his  mother's  kitchen, 
intently  poring  over  such  books  or  newspapers 
as  he  could  lay  his  hands  upon,  and,  indeed, 
seeming  to  care  for  naught  el.se.  So  I  .said 
to  him,  one  day,  'William,  if  you  will  come 
to  my  room  once  each  day,  I  will  hear  you 
recite  in  anything  you   want   to  study.'     Next 


415 


evening  he  entered  my  room  with  three  books 
under  his  arm,  viz  :  Smith's  English  Grammar, 
Talbot's  Arithmetic,  and  Comstock's  Natural 
Philosophy,"  This  fairy  tale  had  its  just 
poetic  sequel  when,  after  long  years,  Mr.  Hen- 
kle  made  Mr.  Crow  acting  Commissioner  of 
Common  Schools,  at  the  State  Capital. 

The  continuity  of  Mr.  Henkle's  High 
School  course  was  interrupted  by  his  teach- 
ing his  hr.st  school  in  the  winter  of  184.5-t). 
He  was  about  sixteen  years  old.  He  boarded 
with  his  mother,  ate  breakfast  early,  walked 
four  miles  to  school,  came  home  to  supper, 
and  then  went  one  mile  to  a  night  .school  to  re- 
cite German  and  French;  ten  miles  walking 
a  day,  besides  the  labor  of  teaching  a  country 
school  and  learning  lessons  in  two  foreign  lan- 
guages ! 

His  teaching  term  ended,  Henkle  returned 
to  the  High  School,  from  which  he  was  gradu- 
ated August  7,  184(j.  At  graduation  our  rising 
scholar  delivered  a  Latin  salutatory. 

From  the  High  School  Will  went  to  Wit- 
tenberg College,  but  he  did  not  finish  the  Col- 
lege course.  In  the  catalogue  for  1847  his 
name  stands  highest  among  the  classical  stu- 
dents. 

Late  in  1847  he  taught  a  private  school  at 
Urbana,  and  not  long  afterwards  he  was 
chosen  principal  of  the  Academy.  His  mother 
sold  her  house  in  Springfield  and  followed 
him  to  Urbana. 

In  1848  he  made  his  first  appearance  as  In- 
stitute instructor,  giving  a  series  of  lectures 
on  English  Grammar.  When  the  union  system 
went  into  effect  he  was  employed  as  principal 
of  the  Urbana  High  School.  In  1850  he  went 
to  Greenfield,  Ohio,  and  for  one  term  taught 
in  the  Seminary  there.  From  Greenfield  he 
went  to  Mechanicsburg,  whither  his  mother's 
family  also  removed. 

While  living  at  Mechanicsburg,  Mr.  Henkle 
was  married  to  Miss  Kate  A.  Estabrook,  of 
Dayton,  Ohio,  October  13,   1852. 

In  the  suinmer  of  1854,  Mr.  Henkle  and 
family  removed  from  Mechanicsburg  to  Green 
Mount,  near  Richmond,  Indiana,  where  a  Col- 
lege had  been  organized,  in  which  he  was  to 
occupy   a  chair. 

^Ir.  Henkle  aided  in  the  organization  and 
maintenance  of  the  Indiana  State  Teachers' 
Association,  of  which  he  was  a  charter  mem- 
ber. 

The  autumn  of  1859  found  Mr.  Henkle 
teachin.g  mathematics  in  the  South- Western 
Normal   School,  at   Lebanon,   Ohio. 

Never  saw  another  man  who  read  so 
diligently  and  so  exhaustively  as  did  W.  D. 
Henkle.  Not  content  with  grasping  the  gen- 
eral scope  and  significance  of  a  volume,  his 
penetration  extended  to  the  subtlest  thought 
of  the  author,  while  he  took  note  also  of  every 
verbal  peculiarity,  and  of  such  mechanica'l 
items  as  must  concern  the  accurate  proof- 
reader. 

In  1864  he  received  and  accepted  an  invi- 
tation to  go  to  Salem,  Columbiana  County, 
Ohio,  as  Superintendent  of  Schools  there.  He 
held    this    position    until    1869,    when,    on    the 


resignation  of  John  A.  Norris  as  State  Com- 
missioner of  Schools,  Gov.  R.  B.  Hayes  ap- 
pointed Mr.  Henkle  to  fill  the  vacancy  for  the 
remainder  of  the  term.  F'rom  Columbus  he 
returned  to  Salem,  resuming  the  duties  of 
Superintendent  of  Schools. 

In  1868  Mr.  Henkle  was  President  of  the 
Ohio  Teachers'  Association.  He  was  a  promi- 
nent member  of  the  National  Educational  As- 
sociation, of  which  he  had  been  the  secretary 
for  six  years.  In  June,  1876,  the  degree  of 
Doctor  of  Philo.sophy  was  conferred  on  him 
by   Wooster   University. 

I  do  not  think  he  ever  himself  knew  how 
great  a  man  he  was.  In  his  learning  there  was 
nothing  pedantic  or  obtrusive,  but  it  sat  upon 
him  with  an  easy  natural  grace.  His  whole 
nature  was  pure  gold,  simple  and  generous, 
linking  itself  naturally  to  good  works  and 
good  men,  —  however  humble  the  latter  might 
be.  Though  active  in  all  great  educational 
movements,  his  delights  were  those  of  the  stu- 
dent and  scholar,  and  his  life  flowed  on  like 
some  deep  river  of  gentle  current,  full,  peace- 
ful, and  refreshing  all  its  banks. 

He  expressed  a  distaste  for  many  of  the 
outward  forms  of  religion,  but  at  the  same 
time  expressed  his  sense  of  dependence  on  God 
and  his  firm  belief  in  a  future  life.  In  a  con- 
versation on  the  subject  of  prayer,  he  expressed 
his  aversion  to  praying  in  public,  but  said  he 
supposed  he  prayed  as  much  as  most  men. 
Tliese  conversations  left  me  with  the  impres- 
sion that  our  brother's  religious  experience 
was  peculiarly  rich,  and  that  the  gentleness 
and  loveliness  which  he  always  manifested 
were  due  to  a  divine  life  within  him,  for  which 
even  those  of  us  who  knew  him  best  had  not 
given   him   credit. 

Circumstances  threw  us  much  together  for 
a  number  of  years  past ;  having  common  pur- 
suits and  at  least  one  conuiion  taste,  we  be- 
came very  intimate.  I  am  proud  to  have  had 
such  a  friend.  But  I  was  going  to  speak  of 
his  gentleness,  his  charity.  In  all  my  acquaint- 
ance with  him,  I  do  not  remember  ever  hear- 
ing him  speak  har.shly  of  any  human  being. 
If  some  rascality  was  brought  to  light,  he 
would  speak  of  it  in  a  sort  of  scientific,  ana- 
lytical way,  tracing  the  action  to  its  causes, 
and  the  cause  was  found  to  be  ignorance  rather 
than  depravity.  He  seemed  to  think  habitually 
on  whatever  is  true  and  honorable,  on  what- 
ever is  lovely  and  of  good  report. 

To  me  the  name  of  W.  D.  Henkle  stands 
for  accurate  information,  exact  knowledge, 
critical  scholarship.  We  live  in  an  age  of  in- 
tellectual looseness  —  of  half  knowledge  and 
wrong  knowledge ;  a  state  of  things  that  the 
newspaper  docs   much   to  foster. 

.\  professor  of  mathematics  says,  "all  of  the 
upper  part  of  my  algebra  I  got  from  him; 
not  by  direct  tuition,  but  by  correspondence, 
suggestions,  and  hints."  Only  yesterday  one 
who  had  known  him  long  and  well,  and  who 
was  competent  to  speak,  said  to  me,  "Ohio 
had  but  one  Henkle" —  and  added  after  a 
pause  — "no  other  State  had  any." 

W.    H.   Venable. 


416 


CHAPTER  XXX 


BIOGRAPHICAL   SKETCHES   (2) 


i 


BIOGRAPHICAL   SKETCHES  (2) 


BURKE  A.   HINSDALE 

Burke  A.  Hinsdale  was  born  at  Wads- 
worth,  Medina  county,  Ohio,  of  New  England 
ancestry,  March  31,  1837,  and  died  at  Atlanta. 
Georgia,  November  29,  1900.  He  was  the 
second  of  five  children,  and  the  eldest  son. 
He  grew  up  amid  the  toils  and  struggles  of 
a  pioneer  household,  but  amid  ever  improv- 
ing conditions  and  a  widening  outlook.  Mr. 
Hinsdale's  early  education  was  gained  in  the 
district  school. 

Mr.  Hinsdale  was  a  hard  student  who  read 
eagerly  in  a  wide  range  of  subjects.  A  singu- 
larly retentive  memory  aided  him  in  gaining 
a  vast  store  of  accurate  information.  His 
first  teaching  was  done  in  a  district  school 
in  the  township  of  Franklin,  Summit  county, 
in  the  autumn  of  1855  and  the  following  win- 
ter, and  the  three  succeeding  winters  at  other 
places  in  that  oart  of  Ohio.  He  taught  dis- 
trict schools  winters  only ;  the  remainder  of 
the  year  was  spent  in  study  at  Hiram  or  in 
work  upon  the  home  farm. 

In  1870  Mr.  Hinsdale  was  chosen  president 
of  Hiram  College.  Though  only  thirty-three 
years  old.  the  new  president  was.  without 
question,  the  natural  successor  of  General 
Garfield. 

In  the  spring  of  1882  Mr.  Hinsdale,  more 
to  his  own  surprise  than  to  that  of  those  who 
were  aware  of  his  rapidly  growing  reputation, 
was  tendered  the  superintendency  of  the 
Cleveland  public  schools.  .4ftcr  some  hesita- 
tion he  accepted  this  unexpected  call,  entered 
upon  that  larger  field  in  the  autumn  of  1882, 
and  held  the  position  for  four  years.  At  the 
end  of  his  service  in  Cleveland,  Mr.  Hins- 
dale's reputation  was  such  that  in  1887  he  was 
elected  professor  of  the  science  and  art  of 
teaching  in  the  University  of  Michigan.  He 
began  its  duties  February,  1888,  and  held  that 
position  the  remainder  of  his  life.  In  the 
interval  between  his  superintendency  at  Cleve- 
land and  his  going  to  Ann  Arbor.  Mr.  Hins- 
dale wrote  The  Old  Northwest,  perhaps  his 
most  important  and  widely  known  work ;  a 
revised   edition   of   it   appeared   in    1899. 

He  found  at  Ann  Arbor  his  true  place,  and 
his  life  there  was  happy  and  fruitful  beyond 
anv  previous  measure.  There  is  the  best  evi- 
dence that  while  at  the  University  of  Michi- 
gan he  was  counted  peculiarly  sane  and  free 
from  "fads"  in  his  teaching,  a  valuable  and 
faithful  college  officer,  a  strong  debater  who 
persuaded  by  force  of  argument  rather  than 
by  the  graces  of  oratory,  a  man  of  untiring 
industry  sustained  by  a  robust  constitution, 
which  enabled  him  to  produce  numerous  vol- 


umes on  various  subjects,  not  to  mention 
frequent  contributions  to  various  associations, 
and  public  addresses  on  many  themes. 

Mr.  Hinsdale's  merit  gained  academic  rec- 
ognition and  he  was  given  the  degree  of  A.  M. 
by  Bethany  and  Williams  Colleges,  that  of 
Ph.  D.  by  the  Ohio  State. University  (1887), 
and   the  degree  of  LL.D  by  Ohio  University. 

In  education  Dr.  Hinsdale  was  an  early 
and  prominent  advocate  of  more  opportunity 
for  the  individualism  of  the  student:  the 
schools,  he  said,  "handle  classes  better  than 
they  teach  pupils."  He  was  one  of  the  first 
to  discuss  the  correlation  of  related  subjects: 
he  saw  with  exceptional  clearness  the  necessity 
of  making  the  civilizing  and  refining  studies 
stronger  in  the  elementary  schools  by  supple- 
mentary reading  and  other  means. 

Dr.  Hinsdale  was  also  quick  to  see  and 
urge  the  necessity  for  special  school  laws  for 
our  city  systems,  who.se  failings  none  saw 
more  clearly  or  discussed  more  sanely  and 
wisely.  There  are  many  persons  in  northern 
Ohio  who  attended  a  meeting  of  the  N.  E.  O. 
T.  A.  in  Cleveland  a  quarter  of  a  century  ago 
and  still  have  in  memory  scenes  and  passages 
from  the  famous  debate  upon  this  subject  be- 
tween Dr.  Hinsdale  and  Supt.  A.  J.  Rickoff. 
Dr.  Hinsdale  showed  that  in  his  armory  of 
weapons  of  attack  and  dcnfense  he  had  a  sliarp 
wit  and  a  provoking  humor  though  he  seldom 
drew  them.  This  debate  called  public  atten- 
tion to  Mr.  Hinsdale.  It  was  evident  that 
each  speaker  had  an  altogether  worthy  oppo- 
nent. 

After  Dr.  Hinsdale's  death  a  former  pupil 
said,  "The  trouble  with  Dr.  Hinsdale  was  the 
demand  upon  his  many  sided  powers,  to  which 
he  yielded  a  too  ready  assent.  But  he  did  his 
work  along  all  lines  so  well,  he  could  so  truly 
say  with  Jean  Paul  Richter,  "I  have  made  out 
of  myself  all  that  the  stuff  would  permit," 
that  these  imperfections  have  no  bearing  upon 
our  estimate,  and  with  reverence  we  uncover 
before  the  mention  of  his  name  and  say  "Well 
done." 

.\nd  now  he,  too,  has  passed  into  the 
"World  of  Light."  In  every  walk  and  con- 
dition of  life  he  filled  full  the  measure  of  his 
obligation.  His  was  an  honest  and  sincere 
life.  Multitudes  have  been  helped  by  his  life 
and  words.  What  he  thought,  he  expressed. 
Men  and  women  could  scarcely  fail  to  know 
where  he  stood.  And  what  think  you  of  such 
virtues?  They  are  too  rare  by  far  in  this 
good,  yet  wicked  old  world  of  ours,  so  God 
be  thanked  when  such  men  make  their  advent 
upon  earth.     God  be  thanked   for  their  mess- 


419 


ages  of  wisdom  or  of  cheer,  and  also  let  Him 
be  thanked  as  well,  that  some  limitations  were 
set  to  their  life  powers  that,  not  being  too 
perfect,  they  could  fit  themselves  for  common 
nature's   daily   food. 

So  this  man  who,  out  of  toil  nobly  endured 
to  the  last,  out  of  limitations  realized  only  too 
well,  yet  patiently  borne,  out  of  weakness 
baffled  so  long,  out  of  trials  at  length  escaped, 
has  passed  to  where  he  sees 

"White  presences  upon  the  hills 

.'\nd   hears   the   voices  of  the   Eternal   Gods." 

And  the  conclusion  of  this  whole  matter  is 
not  that  he  passed  away  too  early,  not  that 
he  left  any  portion  of  his  life  work  undone, 
but  it  is  the  conclusion  which  has  come  down 
out  of  the  hoary  days  of  old,  a  conclusion 
which  our  friend  and  brother  illustrated  all 
the  days  of  his  life, — 

"Fear  God  and  keep  his  Commandments, 
for  this   is  the  whole   duty  of  man." 

The  following  farewell  address  of  Superiii- 
tcndent  Hinsdale  to  the  Cleveland  teachers  is 
characteristic  of  the  man.  ■'Teachers,  this  is 
the  last  teachers'  meeting  of  the  school  year. 
In  two  weeks  more  the  work  will  be  finished 
and  the  year  be  ended.  Then  will  come  the 
long  summer  vacation,  which  will,  I  hope, 
bring  you  abundance  of  rest  and  reinvigora- 
tion.  I  wish  to  congratulate  you  on  the  good 
work  you  have  done  during  the  year,  and  on 
the  patience  and  cheerfulness  with  which  you 
have  done  it.  May  you  be  able  to  duplicate 
it  many  vears  to  follow.  This  is  the  last 
teachers'  meeting  in  which  I  will  meet  with 
you.  On  the  first  Monday  in  September  it  will 
be  four  years  since,  in  this  hall.  I  fir.st  met  the 
teachers  of  Cleveland  and  entered  on  the 
duties  of  the  superintendency.  Somewhat 
more  than  one-half  of  the  teachers  present  to- 
day were  present  then.  These  may  remember 
that  I  then  made  you  a  short  address,  the 
substance  of  which  was  a  promise  tliat  I 
would  try  my  best,  by  diligence  and  devotion, 
to  do  something  for  the  schools  of  the  city, 
and  by  an  honorable  and  manly  bearincr  to 
win  your  confidence  and  esteem.  From  that 
day  I  have  never  faltered  in  my  eflfort  to  keep 
that  promise.  How  much  has  been  achieved 
alone  either  line,  I  leave  it  to  others  to  say. 
I  will  not  and  would  not  disguise  the  fact 
that  I  should  have  been  happy  to  lead  you 
for  a  longer  time  in  the  noble  work  of  educa- 
tion. But  it  was  not  to  be.  When  you  re- 
convene in  September,  another  superintendent, 
a  gentleman  well  known  to  you  all,  and  need- 
ing no  introduction  from  me,  will  meet  and 
greet  you.  But  I  am  not  sorry  that  I  came : 
fain  would  I  hope  that  you  do  not  altogether 
regret  my  coming.  I  have  made  many  acquaint- 
ances and  friends  whom  I  shall  cherish  to  the 
end  of  my  life.  I  thank  you  for  your  respect 
and  confidence.  I  thank  you  for  the  general 
disnosition  you  have  shown  to  co-operate  with 
me  in  the  work.  I  thank  you  from  my  heart 
for  the  many  kind  words  that  have  come  to 
me  from  you  the  past  two  weeks.  I  should 
be  happy  to  think  that  something  that  I  have 
said  or  done  these  last   four  years   may  help 


you  in  your  work  for  years  to  come.  And 
now  I  give  you  my  benediction ;  and  pray 
that  you  may  have  strength  and  courage, 
cheerfulness  and  faith,  in  full  measure,  so 
long  as  you  are  teachers,  and  to  the  end  of 
life.     Farewell." 

Prof.  Derby  and  Others. 


RUFUS    KING 

RuFUS  King,  of  Cincinnati,  bears  an  hon- 
ored name.  His  grandfather  was  an  eminent 
patriot  and  statesman  of  Revolutionary  times. 
His  father,  Edward  King,  came  to  Ohio  at 
an  early  day,  established  himself  as  a  lawyer 
at  Chillicotiie.  and  rose  to  eminence  in  his 
profession.  His  son,  Rufus.  was  born  in  1817. 
He  graduated  at  Harvard  University,  and  was, 
for  many  years,  a  leading  lawyer  of  Cincin- 
nati. For  fifteen  years  Mr.  King  was  a  mein- 
ber  of  the  board  of  education  of  that  city, 
and  for  twelve  of  these  years,  its  president. 
He  took  an  active  part  in  re-organizing  the 
public  schools,  and  his  labors  have  contributed 
largely  to  their  increased  usefulness.  The 
hio-h  schools  of  the  city  are  governed  by  a 
separate  board,  and  of  this  board  Mr.  King 
was  also  a  member  for  many  years. 

In  18.58.  Mr.  King  urged  upon  the  Hon. 
H.  H.  Barney,  State  Commissioner  of  Com- 
mon Schools,  the  importance  of  consolidating 
the  public  school  libraries  in  cities.  Mr. 
Barney  decided  that  this  could  be  done,  and 
thus  the  way  was  prepared  for  the  formation 
of  a  great  central  librarv  in  Cincinnati. 

"  H. 

SAMUEL    LEWIS 

It  is  a  singular  fact  that  the  boy  who  was 
destined  to  win  enduring  fame  as  an  educator 
had  very  limited  opportunities  for  intellectual 
training  and  never  attended  a  higher  institu- 
tion of  learning.  His  school  days  ended  be- 
fore he  had  reached  the  age  of  fourteen  years. 
Most  of  his  instruction  was  received  at  the 
home  of  his  grandparents.  A  maiden  aunt 
was  his  principal  teacher  and  "she  never 
wearied  in  her  efforts  to  give  him  as  good 
an  education  as  children  of  that  age  could 
acquire."  Her  influence  and  that  of  a  pious 
and  devoted  mother  were  potent  factors  in 
shaping  for  all  time  the  character  of  S.\muel 
Lewis. 

At  the  age  of  eleven  he  began  to  .tccom- 
pany  his  father  on  short  voyages  along  the 
sea  coast.  Later  he  was  assigned  the  post  of 
cal)in  boy.  This  life  and  the  example  of  his 
father  gave  him  strength  and  courage,  without 
the  rudeness  in  those  days  too  common  among 
seafaring  men. 

Financial  reverses  drove  the  father  from 
the  sea.  The  second  war  with  England  dissi- 
pated what  remained  of  'his  earthly  posses- 
sions, and  in  May.  1813,  with  his  wife  and 
nine  children,  he  started  overland  to  the  great 
West. 

The  mother,  three  daughters,  and  the 
youngest  son,  rode  in  a  wagon.  The  father 
and   five   sons,    including    Samuel,    walked   all 


420 


the  way  to  Pitts])urg.  It  took  six  weeks 
to  perform  the  journey.  Embarking  in  a  flat 
boat,  the  family  descended  the  Ohio  and 
reached  Cincinnati  in  Jnly. 

They  rented  temporarily  a  farm  house,  and 
those  who  were  able  to  perform  manual  labor 
found  employment  among  neighbors  who  were 
busy  harvesting  their  crops.  The  following 
year  they  moved  to  Butler  county,  and  young 
Samuel  secured  a  permanent  position  at  seven 
dollars  a  month.  Later  he  was  employed  in 
carrying  the  mail :  next  as  rodnian  with  a 
surveying  party.  At  the  age  of  sixteen  he 
made  clioice  of  his  life  work  and  determined 
to  become  a  carpenter.  Applying  himself  in- 
dustriously to  his  trade,  he  was  soon  recog- 
nized as  one  of  the  most  skillful  workmen  in 
the  community.  The  father  moved  to  the 
vicinity  of  Eaton,  Ohio,  where  young  Lewis 
superintended  the  erection  of  a  comfortable 
farm  house  for  the  family. 

One  year  before  he  reached  his  majority, 
he  decided  to  enter  upon  the  study  of  law. 
He  secured  a  position  in  the  office  of  the  clerk 
of  courts,  at  Cincinnati,  and  devoted  his  even- 
ings to  study.  All  the  money  that  he  had 
previouslv  earned  he  had  turned  over  to  his 
father.  In  addition  to  this,  he  paid  for  the 
remaining  year  of  his  minority.  Pinched  with 
poverty,  he  made  many  sacrifices  to  fit  him- 
self  for   admission  to  the   bar. 

His  manly  bearing  and  industrious  habits 
attracted  the  attention  of  eminent  men  who 
had  business  to  transact  at  the  clerk's  office. 
Among  the  number  were  Jacob  Burnet,  Nathan 
Guilford,  and  William  Woodward.  They  gave 
him  substantial  assistance  in  his  effort  to 
acquire  a  legal  education.  He  was  finally 
admitted  to  the  bar  and  (promptly)  entered 
upon  the  practice  of  the  law.  his  profession. 
Success  came  slowly,  but  it  was  not  unduly 
long  before  he  had  built  up  a  lucrative  prac- 
tice. 

From  childhood  his  sense  of  filial  devotion 
had  been  strong.  He  could  not  rest  content 
if  his  parents  were  in  need  of  assistance  that 
he  could  .give.  When  prosperity  came,  he 
shared  it  with  them.  He  bought  a  fine  farm 
near  the  city  and  on  it  fitted  up  a  home  for 
the  declining  years  in  which  no  comfort  was 
lacking. 

The  benevolence  of  a  wealthy  friend  and 
client  opened  to  Mr.  Lewis  a  new  field  of 
useful  endeavor,  in  which  he  attained  emin- 
ence. Mr.  William  Woodward,  whose  inter- 
est in  him  as  a  law  student  has  already  been 
noted,  one  dav  called  the  young  attorney  to 
his  home  to  write  his  will.  He  made  known 
his  desire  to  leave  a  part  of  his  property  for 
some  philanthropic  purpose,  and  asked  Mr. 
Lewis  to  what  object  he  thought  the  bequest 
could  be.-f  be  devoted  A  firm  believer  in 
popular  education,  the  latter  promptly  replied 
that  an  institution  of  learning,  free  to  all  youth 
of  the  city  qualified  to  enter,  would  be  a  boon 
to  the  rising  generation.  He  further  suggested 
that  it  would  be  well  for  Mr.  Woodward  to 
proceed  at  once  to  make  the  gift,  in  order 
that  he  might,  while  living,  see  that  the  money 


was  used  in  accordance  with  his  plans  and 
c'esires.  This  was  approved,  and  the  result 
was  the  Woodward  High  School.  Mr.  Lewis 
was  ap'pointed  one  of  the  trustees  of  the  fund, 
to  serve  for  life. 

In  1837  during  a  sort  of  educational  revival, 
the  office  of  State  Superintendent  of  Common 
Schools  was  created  by  the  Ohio  Legislature 
and  Mr.,  Lewis  was  chosen  to  fill  it  for  one 
year.  At  the  end  of  this  year  he  was  elected 
for  five  years,  but  at  the  expiration  of  two 
years  he  resigned.  He  had  labored  and  strug- 
gled with  the  courage  of  a  hero,  the  high 
spirit  of  a  zealot,  and  the  remorseless  energy 
of  a  steam  engine.  As  some  one  said  of 
Lord  Roseberry:  "He  attempted  to  drive 
reforms  abreast  instead  of  tandem." 

Mr.  Lewis  perhaps  should  have  made  haste 
more  slowly.  In  his  effort  to  inaugurate  an 
educational  millennium,  he  precipitated  a  tem- 
porary return  to  primeval  chaos.  But  he  did 
not  fail.  He  could  not  fail.  He  gave  the 
state  a  vision  of  better  things  that  it  could 
never  forget.  For  the  time  being,  the  people 
were  happy  over  their  folly,  and  the  harm 
done  ta  their  children.  Mr.  Lewis  returned  to 
Cincinnati  with  a  clear  conscience,  and  a  purse, 
it  is  needless  to  say,  not  plethoric  with  the 
emoluments  of  official  service. 

Though  the  "tmublesome  agitator"  was 
gone,  the  trials  of  the  legislature  were  not 
ended.  It  had  to  sit  in  judgment  on  the  re- 
mains. What  .should  be  done  with  the  "job"? 
Various  luethods  of  disposal  were  suggested. 
Some  wished  to  transfer  the  office  of  svjperin- 
tendent  of  schools  to  the  state  auditor:  others 
preferred  the  secretary  of  state.  The  senate 
voted  to  confer  it  on  its  own  clerk.  The 
house,  jealous  of  its  prerogative,  refused  to 
concur.  Had  there  at  the  time  been  a  porter 
who  served  both  branches,  the  plum  would 
doubtless  have  fallen  to  him.  It  finally  went 
to  the  unwilling  hands  of  the  secretary  of 
state,  who  was  given  $400  to  employ  a  clerk 
to  discharge  its  duties. 

Mr.  Lewis's  public  services  had  made  him 
widely  and  well  known,  and  the  leaders  of 
the  party  in  power  proffered  him  the  noniina- 
tion  for  governor,  but  this  honor  he  declined. 
It  was  not  long,  however,  before  his  convic- 
tions of  duty  led  him  into  the  anti-slavery 
cause  and  he  was  their  candidate  in  various 
campaigns,  and  on  the  "stump,"  all  over  the 
State,  he  raised  his  voice  in  favor  of  universal 
freedom  as  he  had  pleaded  for  universal  edu- 
cation. In  none  of  these  political  battles  did 
he  win  what  men  call  success,  though  some- 
thing higher  than  election  to  office  was  his 
aim,  and  therein,  in  the  long  future  was  his 
reward. 

Mr.  Lewis  never  lost  interest  in  the  com- 
mon schools.  Many  of  the  laws  enacted  while 
he  was  superintendent  remained  on  the  .statute 
books.  Others  were  revived  when  the  new 
constitution  was  adopted  in  1851.  That  in- 
strument vindicated  his  services  and  confirmed 
his  title  of  "father  of  the  free  school  system 
of   Ohio." 

C.  B.  Gai.hreath. 


421 


DR.  ASA   DEARBORN    LORD 


There  are  few  vvlio  have  served  their 
country  in  the  training  of  its  youth,  more 
deserving  of  its  love  and  gratitude  than  Dr. 
Asa  D.  Lord.  He  was  horn  in  Madrid,  St. 
Lawrence  County,  New  York,  June  17,  18H). 
His  early  youth  was  passed  on  a  farm.  From 
his  mother,  who  had  her.self  heen  a  most  suc- 
cessful teacher,  he  is  said  to  have  inherited 
his  love  for  study.  In  183!),  he  accepted  the 
position  of  principal  of  the  Western  Reserve 
Teachers'  Seminary,  at  Kirkland,  Ohio,  which 
he  held  for  eight  years.  Here  his  zeal,  his 
energy,  his  professional  enthusiasm,  his  in- 
terest in  all  who  strove  for  something  better 
than  they  had  yet  known,  were  signally  dis- 
played. He  made  the  seminary  a  center  to 
which  the  youth  of  both  se.xes  crowded  from 
the  adjoining  counties.  Many  of  these  have 
since  occupied  useful  and  honorable  positions 
as  teachers,  cherishing  with  the  warmest  grati- 
tude the  memory  of  him  who  first  kindled 
in  their  young  hearts  a  love  for  the  teacher's 
calling.  Here,  in  1848,  was  held  what  was  in 
substance  the  first  Teachers'  Institute  in  the 
State. 


From  Kirtland,  Dr.  Lord  removed  to  Co- 
lumbus. Here  he  inaugurated  the  first  graded 
school  in  the  State.  He  had  had  the  .system 
under  consideration  for  some  time,  and  had 
become  satisfied  that  it  offered  the  best  ad- 
vantages to  the  children  of  towns  and  vil- 
lages. For  his  service  as  superintendent  and 
as  principal  of  the  high  school,  he  received 
the  first  year  a  .salary  of  $600,  of  which  $100 
was    contributed   by   a   public   spirited   citizen. 

Dr.  Lord's  services  as  editor  of  the  "School 
Friend,"  the  "Ohio  School  Journal,"  the 
"Public  School  Advocate,"  and  "Ohio  Journal 
of  Education"  are  referred  to  in  the  next 
chapter. 

For  one  year,  his  connection  with  the 
schools  of  Columbus  was  suspended,  while 
he  acted  as  agent  of  the  State  Teachers'  .As- 
sociation, which  he  had  been  active  in  estab- 
lishing. 

He  had,  while  at  Kirkland,  taken  his  de- 
gree in  medicine.  He  now  added  to  his  other 
labors  a  course  of  systematic  theology,  and. 
in  1803,  was  licensed  to  preach  by  the  Pres- 
bytery   of    Franklin.      Those    who    knew    bin 


422 


well  assert  that  he  never  iiileiulctl  to  practice 
either  calling  exclusively.  He  strove  to  make 
himself  thoroughly  acquainted  with  the  wants 
of  both  soul  and  body,  that  he  might  the  bet- 
ter administer  to  those  committc<l  to  his  care. 
He  made  the  Institution  for  the  Blind,  at  Co- 
lumbus, to  which  he  was  appointed  in  185C, 
an  honor  and  a  blessing  to  the  State.  He 
taught  its  pupils  valuable  lessons  in  wor>l<- 
shop  and  school-room,  and  thus  won  to  bis 
views  legislators  of  widely  different  politics, 
who  voted  liberally  for  the  erection  of  a 
building  in  which  his  plans  could  be  success- 
fully carried  out. 

After  over  twelve  years'  experience  as  an 
instructor  of  the  blind  in  Ohio,  Dr.  Lord 
was  given  charge  of  the  new  State  Institution 
for  the  Blind  at  Batavia,  N.  J.,  where  he  re- 
mained its  zealous,  kind-hearted,  philanthropic 
superintendent  and  instructor  up  to  the  time 
of  his  death,  which  occurred  March  7,  1875. 
He  died  beloved  and  esteemed  by  all,  and  the 
world  will  truly  be  better  because  it  has  once 
felt   the   inspiration   of  his   life   and   presence. 

H. 


SAMUEL   J.    KIRKWOOO 

Samuei,  J.  Kirk  WOOD  received  his  early 
education  in  the  rural  schools,  and  graduated 
from  the  Indiana  University.  For  two  score 
years  he  had  a  prominent  place  among  the 
educational  men  of  Ohio.  With  success  he 
served  as  superintendent  of  schools  in  Cam- 
bridge, Bucyrus  and  Tiffin.  In  1870,  at  the 
opening  of  the  University  of  Wooster  he  re- 
sponded to  an  invitation  to  take  the  chair  of 
mathematics  and  astronomy.  For  thirty-one 
years  he  was  a  member  of  the  university 
faculty.  Since  1890  he  served  as  vice-presi- 
dent, an  office  to  which,  until  two  years  ago, 
were  attached  the  onerous  and  important 
duties  of  college  dean.  He  was  the  last  of 
the  original  Wooster  faculty. 

He  stood  for  more  than  an  ideal  college 
professor.  He  was  a  constant  and  interested 
student  of  the  science,  art,  and  history  of 
education.  He  was  progressive,  and  thor- 
oughly understood  the  functions  of  the  school 
and  college  in  our  civilization.  The  early 
years  of  his  professional  career  were  spent  in 
the  public  schools,  of  which  he  was  the  friend 
and  avowed  champion.  The  high  school  grad- 
uate, presenting  himself  at  the  university, 
naturally  looked  to  Dr.  Kirkwood  for  advice 
and  sympathy.  His  long,  unselfish  service  as 
county  and  city  school  examiner  and  institute 


instructor  kept  him  in  very  close  touch  not 
only  with  educational  problems  but  with  edu- 
cational people.  He  loved  to  associate  with 
public  school  teachers,  and  was  a  regular 
attendant  at  educational  meetings.  He  was 
ever  ready  to  suggest  to  worthy,  bright  young 
peop.c  the  importance  of  higher  education. 
He  was  a  discriminating  judge  of  men  and 
always  ready  to  help  a  worthy  person. 

Of  his  services  in  the  University  one  of 
his  colleagues  speaks  as  follows :  "He  was 
ever  recognized  as  a  most  efficient  teacher, 
and  many  a  student  owes  his  taste  for  study 
and,  consenuently,  his  whole  education  to  the 
zeal  inspired  by  this  enthusiastic  and  earnest 
teacher.  He  was  always  recognized  as  a 
friend  of  the  students  and  ever  their  advo- 
cate, so  far  as  his  conscience  would  allow. 
He  was  their  friend  in  financial  difficulty,  their 
friend  in  spiritual  difficuhy,  their  friend  first 
and  always ;  and  it  is  doubtful  if  in  the  his- 
tory of  the  institution  there  has  been  a  man 
who  has  been  the  trusted  confidant  of  so  many 
of  his  pupils  in  matters  which  seldom  another 
is  allowed  to  know. 

"Dr.  Kirkwood  was  always  recognized  by 
his  colleagues  as  a  most  valuable  counselor 
in  conmiittee  and  faculty.  His  keen  mind 
often  saw  through  difficulties  which  befogged 
the  intellectual  atmosphere  of  all  others,  and 
bis  clear  reasoning  many  times  led  to  correct 
conclusions  and  right  methods  of  procedure 
when  the  danger  of  error  seemed  imminent. 
Whatever  the  circumstances  he  was  always 
just,  and  whatever  the  provocation  he  was 
never  vindictive." 

One  who  for  years  had  been  a  student 
under  Professor  Kirkwood  wrote :  "God  richly 
endowed  him  with  capacity  as  a  teacher.  As 
such  there  are  many  now  in  the  midst  of 
life's  conflicts  who  rise  up  and  call  him 
blessed.  Memory  recalls,  how  easily,  the  fine 
inspiration  for  things  good,  the  outlook  upon 
life,  its  daily  event  and  history,  the  intimacy 
with  things  important  for  reality  and  useful- 
ness, all  of  which  came  from  him  and  through 
him. 

Dr.  Kirkwood  was  a  man  of  a  wide  range 
of  knowledge  and  of  many-sided  interests.  He 
served  as  elder  in  the  Presbyterian  Church, 
and  was  a  charter  member  of  the  Century 
Club  nf  Woosler.  From  a  sense  of  duty  he 
took  an  active  interest  in  public  affairs  and 
his  advice  was  frequently  sought  by  those 
who  had  them  in  charge.  As  city  engineer  he 
had  to  do  with  the  plan  for  the  paving  and 
sewerage  of  his  city.  In  all  things  he  showed 
himself  eminently  a  practical  man.  This  gift 
gave  him  a  high  place  in  the  confidence  of  all 
those  who  knew  bim. 

But,  the   "summons"   came,   and  him, 
"The  all-beholding  sun   shall   see  no  more. 
In  all  his  course." 
June  24,  1901. 

Charles  Haiipert. 


423 


MRS.   ELIZABETH   W.   RUSSELL   LORD 


Of  the  many  educators  who  have  attained 
distinction  in  Ohio,  and  at  the  same  time 
acquired  a  lasting  reputation  in  the  educa- 
tional world,  probahly  few  are  better  known 
or  held  in  more  affectionate  remembrance  than 
Mrs.  Elizabeth  W.  Russell  Lord,  whose  life 
energies  were  consecrated  to  the  public  ser- 
vice and  the  uplift  of  humanity.  Her  labors 
as  a  teacher  and  humanitarian  extended  over 
a  period  of  sixty-five  years,  a  greater  part 
of  the  time  in  co-operation  with  her  noble 
husband,  Asa  D.  Lord,  M.  D.  ( deceased. 
187.5),  one  of  the  nation's  greatest  public  educa- 
tors, and  to  them,  unitedly,  much  of  the 
present  excellence  and  efficiency  of  the  public 
schools   is   due. 

(For  some  of  the  facts  that  follow  we  are 
indebted  to  a  sketch  written  by  Mrs.  Sarah 
Cowles  Little,  graduate  of  Oberlin  College, 
18-59,  and  a  life-long  friend  of  Mrs.  Lord.) 

Elizabeth  W.  Russell  was  born  in  Kirtland, 
Ohio,  April  28,  181it,  her  parents,  who  came 
from  New  England,  being  among  the  early 
settlers  of  the  Western  Reserve,  and  she 
shared   all    the    experiences    and   hardships   of 


their  pioneer  home.  When  nine  years  old 
she  performed  a  daily  task  on  the  spinning 
wheel,  and  at  an  age  when  girls  of  to-day 
are  "playing  mother"  with  dolls,  she  was 
bearing  her  full  share  of  the  household 
duties,  beside  being  her  father's  companion 
and   helper. 

Her  occupations  gave  her  habits  of  indus- 
try and  thrift,  and  that  fidelity  to  duty  which 
has  been  her  marked  characteristic  through 
life.  In  March,  1838,  Miss  Russell  went  to 
Oberlin  College,  Oberlin,  Ohio,  as  a  student, 
traveling  by  stage  coach,  and  having  to  walk 
the  last  eight  miles  to  reach  her  destination, 
as  the  coach  could  not  proceed  farther  be- 
cause of  the  mud.  At  Oberlin  she  was  un- 
tiring in  her  studies,  and  in  18411  was  re- 
ferred to  as  "the  indefatigable  Miss  Rus- 
?ell."  About  that  time  the  Western  Reserve 
Teachers'  Seminary  was  established  at  Kirt- 
land, and  for  some  years  Miss  Russell  di- 
vided her  time  between  that  institution  and 
Oberlin.  She  did  not  fully  complete  the 
College  Course  at  Oberlin,  but  in  IMUl  was 
given  the  honorary  degree  of  Master  of  .\rts. 


424 


in  recognition  of  her  services  as  an  ednca- 
tor.  In  184'J  Miss  Rnssell  was  married  at 
Oberlin  to  Asa  I).  Lord,  M.  D..  and  returned 
to  Kirtland  to  sliare  his  work  as  a  teacher 
in  the  Seminary,  of  which  he  was  the  princi- 
pal, and  which  was  a  co-educational  school. 

Five  years  later  Dr.   Lord  went  to   Colum- 
bus,   Ohio,    to    establish    a    system    of    graded 
schools,  the  first   in  the   State,   and   when   the 
High     School    was    opened,    Mrs.    Lord    was  , 
appointed   its   first   lady    principal. 

In  1856  Dr.  Lord  became  superintendent 
of  the  Ohio  Institution  for  the  Blind,  at 
Columbus,  and  his  wife  a  teacher.  Then 
followed  nearly  thirty  years  of  unselfish,  skill- 
ful educational  work  for  the  blind,  first  in 
Ohio  and  later  in  New  York.  Mrs.  Lord's 
individual  work  was  largely  in  the  school- 
room, but  for  more  than  two  years  subse- 
quent to  Dr.  Lord's  demise  in  1875,  she  served 
most  ably  as  superintendent  of  the  New  York 
Institution  for  the  Blind,  at  Batavia.  With- 
out doubt  she  has  instructed  more  blind  per- 
sons to  read  than  any  other  in  the  world,  and 
these  blind  pupils  remember  her  motherly 
sympathy    with    the    deepest    affection. 

In  1884  Mrs.  Lord  responded  to  a  call  from 
Oberlin  ColUege  to  serve  as  Assistant  Prin- 
cipal of  the  Woman's  Department.  From 
18!)4  to  1900,  when  she  resigned,  she  was 
known  as  Assistant  Dean.  During  these  six- 
teen years  she  did  not  once  miss  attendance 
upon  the  weekly  meetings  of  the  Young 
Women,  called  "general  exercises,"  and  her 
record  of  attendance  upon  daily  chapel  prayers 
was  almost  as  perfect.  Among  other  things 
in  her  resignation,  which  the  trustees  were 
regretfully  forced  to  accept,  Mrs.  Lord  said : 
"My  work  has  been  a  continual  pleasure  and 
delight.  *  *  *  In  all  my  relations  with 
our  young  people  it  has  been  my  aim  to  do 
for  them  whatever  intelligent  and  judicious 
parents  would  wish  to  have  done  for  their 
sons  and  daughters  while  absent  from  their 
own   care." 

Mrs.  Lord's  interest  in  Oberlin  has  had 
material  expression  in  various  substantial 
gifts,  —  notably  scholarships,  and  a  large  share 
in  the  cottage  which  bears  her  name.  But 
her  best  gift  to  Oberlin  is  her  own  life,  given 
without  stint,  with  utmost  faithfulness,  so 
many  years.  The  hundreds,  yes,  the  thou- 
sands of  j'oung  people  who  have  felt  the  touch 
of  that  life,  have  had  an  example,  seldom 
equalled,  of  kindness  and  courtesy,  of  mod- 
esty  and    loyalty,    of   promptness   and    fidelity 


to  duty  whatever  cost  to  herself.  Her  gracious 
presence  was  a  benediction,  her  daily  life 
an  inspiration. 

.Advancing  years  have  called  Mrs.  Lord  to 
lay  down  the  more  active  duties  of  a  long 
life,  but  age  has  not  touched  the  heart  that 
beats  a  warm  response  to  every  human  in- 
terest. She  is  now  enjoying  a  well-earned 
retirement  in  the  pleasant  home  of  her  daugh- 
ter, Mrs.  Henry  F.  Tarbox,  of  Batavia.  N.  Y. 


HORACE   MANN 

Horace.Mann  was  born  in  Franklin,  a 
seacoast  town  in  Massachusetts,  on  !\Iay  4. 
179t),  when  the  United  States  was  but  twenty 
years  old.  The  town  was  named  for  Dr.  Ben- 
jamin Franklin,  who,  it  is  said,  intended  to 
acknowledge  the  compliment  by  the  gift  of  a 
church  bell.  But,  on  reflection,  as  he  put  it, 
"from  what  I  have  learned  of  the  character 
of  the  people,  I  think  they  would  prefer  sense 
to  sound,"  he  gave  the  new  town  a  library. 
Those  little  "town,"  "ladies,"  "social,"  and 
"ministers"  libraries,  located  in  the  center 
of  these  New  England  towns,  explain  a  great 
deal  in  the  life  of  their  foremost  men  and 
women  in  the  first  half  century  of  the  nation 
Like  so  many  another  boy,  hungry  and  thirsty 
for  knowledge,  young  Horace  read  the  town 
library  through,  and  declared :  "Had  I  the 
power,  I  would  scatter  libraries  over  the 
whole  land,  as  the  sower  sows  his  wheat 
field." 

Until  the  age  of  fifteen  young  Horace  "had 
not  a  happy  childhood."  The  family  was  on 
short  rations,  and  the  boy  says  of  himself, 
"I  believe  in  the  rugged  nursery  of  toil,  but 
she  nursed  me  too  much."  In  winter  he  was 
shut  indoors,  braiding  straw,  by  which  he 
bought  his  own  school  books,  and  in  summer 
was  turned  out  to  severe  work  on  the  farm. 
He  wrote,  later  in  life,  "Train  your  children 
to  work,  but  not  too  hard ;  and  unless  they 
are  grossly  lethargic,  let  them  sleep  as  much 
as  they  will."  But  he  did  learn  to  work  so 
that  industry  became  a  second  nature.  Until 
fifteen  he  had  only  from  eight  to  ten  weeks  a 
year  of  the  district  schooling  of  the  town 
And  it  was  a  meager  diet  to  which  his  hun- 
gry and  thirsty  sou!  was  invited.  If  the  se- 
cret of  education  is,  as  he  declared,  "the  love 
of  knowledge,  not  the  love  of  books,"  he  was. 
indeed  compelled  to  live  on  hard  mental  fare. 
The  only  schools  he  knew  were  a  perpetual 
grind    of    memorizing    schoolbooks    that    were 


425 


often  apparently  written  to  conceal  rather 
than  to  reveal  the  secrets  even  of  the  ele- 
mentary "three  R's."  There  was  no  attempt 
at  oral  teaching;  even  an  intelligent  expla- 
nation was  often  above  the  capacity  of  the 
village  pedagogne.  The  discipline  was  the 
logical  outcome  of  the  preaching  in  the 
church ;  both  a  fair  representative  of  the  be- 
lief of  the  influential  majority.  "Sitting  still," 
with  an  almost  impossible  obedience  to  the 
arbitrary  will  of  the  schoolmaster  or  mistress, 
and  a  correct  verbatim  recitation  from  a  dry 
and  dusty  schoolbook,  was  the  order  of  the  day. 
Drawing,  now  a  compulsory  study  in  every 
common  school  in  Massachusetts*  was  a  for- 
bidden amusement ;  generally  discouraged  by 
a  smart  rap  on  the  knuckles  of  the  budding 
artist,  who  had  his  revenge  through  that  mar- 
velous implement,  the  boy's  jack-knife,  which 
left  its  imprint  on  every  schoolroom  bench 
till  the  temple  of  knowledge  seemed  almost 
in  peril  of  being  whittled  out  of  existence : 
while  every  board  fence,  barn  side,  and  gran- 
ite bowlder  was  decorated  by  an  uncouth  and 
often  indecent  protest  against  the  schoolroom 
tyranny. 

It  needed  a  mighty  intensity  of  purpose 
behind  a  native  longing  for  knowledge  to 
carry  such  a  sensitive,  ambitious,  and  con- 
scientious boy  unharmed  through  the  perilous 
years  from  five  to  fifteen.  But  he  went 
through  and  came  out  unscathed.  At  fifteen 
he  says  of  himself,  "I  would  as  soon  stick  a 
pin  in  my  flesh  as  through  the  pages  of  a 
book."  There  was  no  "dog-earing"  or  scrib- 
bling on  the  fly  leaves  of  the  few  books  he 
had  earned  by  his  winter's  straw-braiding 
and  summer  toil.  His  reverence  for  knowl- 
edge was  like  a  religion.  "I  urged  on  a 
young  lady  who  had  studied  Latin  as  a  sort 
of  goddess."  He  came  up  in  an  era  of  coarse 
animal  indulgence,  neither  drinking  strong 
liquors,  swearing,  nor  using  tobacco.  His 
"boyish  castles  in  the  air  had  reference  to 
doing  something  for.  the  benefit  of  mankind." 

Horace  Mann  was  to  the  last  a  Puritan 
of  the  Puritans ;  as  he  declares,  "a  man 
with  a  liberal  creed  and  Calvinistic  nerves." 
Like  the  majority  of  bright  boys  and  girls 
of  the  day,  he  became  a  schoolmaster  in  the 
district  school,  where  he  taught  several  years 
before  entering  college  and  during  his  college 
vacations.  He  "fitted"  for  Brown  University, 
in  six  months,  under  a  Mr.  Barrett,  appa- 
rently his  first  real  teacher,  and  entered 
Brown  as  sophomore  at   the  age  of  twenty. 

But  his  new  Jordan  was  a  weary  road. 
His   poverty  was   extreme.     He  writes   to   his 


sister,  "A  long  time  since,  my  last  sixpence 
bade  farewell  to  its  brethren."  But  he  .studied 
and  got  at  money  by  all  the  ways  best  known 
to  the  struggling  student  of  eighty  years  ago. 
He  writes  to  the  favorite  sister,  "In  your  next 
letter  put  in  some  sentences  of  mother's,  just 
as  she  spoke  them.  Let  her  say  something 
to  me,  even  if  it  be  a  repetition  of  those  old 
yarns  —  I  mean  if  it  be  a  repetition  of  the 
good,  motherly  advice  and  direction,  all  about 
good  character  and  proper  behavior  and 
straightforward,  narrow  path  conduct,  such 
as    young   Timothy's   in   the   primer." 

After  graduation  he  spent  a  while  in 
Brown  University  as  tutor  in  Latin  and 
Greek,  and  thence  went  at  the  age  of  twenty- 
five  to  the  law  school  at  Litchfield,  Connecti- 
cut. From  this  school  he  passed  on  to  a  law 
office  in  Dedham,  Massachusetts,  was  ad- 
mitted to  the  bar  and  began  the  practice  of 
his  profession  in  that  town. 

Living  in  Dedham  for  ten  and  in  Boston 
for  fourteen  years,  until  the  age  of  forty-one, 
Horace  Mann  was  known  as  a  successful  and 
very  able  young  lawyer  and  a  rising  poli- 
tician. His  exacting  and  almost  fastidious 
sense  of  justice  kept  him  aloof  from  any  law 
case  that  did  not  commend  itself  to  his  con- 
science, and  in  consequence  he  won  four  of 
every   five   he    undertook. 

His  unique  faculty  of  public  speech  rap- 
idly developed.  In  his  argument  in  court  he 
always  "endeavored  to  give  each  member  of 
the  jury  something  that  could  be  quoted  on 
his  side  in  consultation."  Few  of  our  most 
effective  .\merican  public  speakers  have 
acliieved  his  remarkable  power  of  condensing 
the  gist  of  an  argument,  or  compressing  the 
central  idea  of  a  theme  into  one  epigram- 
matic sentence.  And  although  this  faculty  of 
brilliant,  epigrammatic  sentence  making  is 
doubtless,  as  in  Lord  Macaulay.  a  literary  de- 
fect, yet  it  stood  the  great  educator  well  in 
hand  while,  for  twenty-two  years,  he  faced 
all  comers,  hurling  at  his  throng  of  oppo- 
nents his  tremendous  sentences,  each  like  an 
explosive  shell  cast  into  the  heart  of  a  ho.stile 
camp. 

In  1824  he  attracted  the  attention  of  John 
Quincy  Adams,  then  in  the  full  splendor  of 
his  latter-day  service  in  the  House  of  Repre- 
sentatives in  Congress,  by  a  Fourth  of  July 
oration  at  Dedham.  In  1827,  at  the  age  of 
thirty-one,  he  was  elected  from  Dedham  to 
the  legislature  of  the  State.  For  the  next  ten 
years  he  was  greatly  absorbed  by  his  political 
duties. 

He  removed  to  Boston  in  183.3,  at  the  age 
of  thirty-seven:  lived,  slept,  and  ate,  in  his 
law  office,  toiling  sixteen  hours  a  day.  This 
prodigious  strain  upon  all  the  functions  of 
life  for  twenty  years  had  already  broken  the 
spring  of  a  physical  constitution  of  wonderful 
tenacity,  and  at  the  age  of  forty-one  he  seemed 
on  the  point  of  a  final  collapse  of  health.  All 
this  time  he  was  laying  up  treasure  in  heaven 
through  the  friendship  of  a  group  of  men 
every  one  of  whom  became  in  his  own  way  a 
marked   character   in   national    affairs. 

Charles  Sumner  was  just  emerging  from 
his   somewhat   protracted  lingering  in  the   de- 


426 


lights  of  scholarship  and  foreign  travel  into 
the  great  service  in  the  canse  of  freedom  that 
ended  only  with  the  close  of  the  civil  war. 
Jonathan  Phillips,  Edmund  Dwiglit,  and 
George  Darrow  were  tine  types  of  the  eminent 
citizenship  in  which  the  New  England  cities 
have  always  been  so  rich  —  men  of  affairs 
who  make  leisure  days  and  nights  for  the 
building  of  a  city  which  sliall  be  "set  on  a 
hill  and  not  be  hid."  Of  a  lecture  by  Ralph 
Waldo  Emerson  he  wrote,  "It  was  to  human 
life  what  Newton"s  Principia  was  to  mathe- 
matics," although  Dr.  Walter  Channing,  who 
sat  by  his  side,  said  it  made  his  head  ache. 
But,  apart  from  the  admiration  and  reverence 
for  superiority  everywhere,  wliich  is  one  of 
the  most  certain  tests  of  genius,  it  is  hardly 
po.ssible  that  Horace  Mann  could  ever  have 
deeply  sympathized  with  the  new  transcen- 
dental philosophy  then  in  favor  with  a  large 
section  of  the  cultivated  class  of  Boston,  con- 
temporary with  the  great  revival  for  popular 
education  and  liberal  thinking  in  religion  of 
which  Mann  and  Channing  were  the  leaders. 
But  the  time  had  come  when  it  was  some- 
what of  a  problem  what  to  do  with  Horace 
Mann ;  his  relentless  habit  of  forcing  every 
man  up  to  a  moral  standard ;  a  moral  police- 
man bringing  the  face  of  every  prisoner  under 
the  glare  of  an  electric  light:  his  inveterate 
habit  of  taking  no  thought  for  his  life,  so 
that  the  cause  then  on  his  mind  had  free 
course  to  run  and  be  glorified;  his  terrific 
power  of  public  speech  joined  with  a  singular 
magnetism  for  a  large  class  of  influential 
men;  all  marked  him  as  one  who  in  public 
affairs  would  be  an  unmanageable  factor,  not 
to  be   put  aside. 

His  place  was  found  when  on  July  1,  18.37, 
Horace  Mann  assumed  the  duties  of  the  board 
of  education  of  Massachusetts  and  began  a 
career  of  twenty-two  years,  memorable  in  the 
history  of  a  State  and  nation.  Here  were  a 
character  and  career  which  have  never  been 
quite  appreciated  and  never  sufficiently  hon- 
ored by  those  who,  by  their  position  and  cul- 
ture, would  be  expected  to  hail  his  coining 
as  "a  man  of  God  sent  from  heaven." 

It  may  be  thought  a  strange  thing  that  this 
man,  to  whom  apparently  lay  open  the  most 
flattering  prospect  of  a  public  and  profes- 
sional career  should  have  turned  his  back 
upon  them  and  gone  to  this  untried  and 
doubtful  position.  The  task  seemed  incom- 
parably great.  The  .salary  was  but  fifteen 
hundred  dollars,  and  no  clerical  aid,  but  the 
man  shines  forth  in :  "I  have  a  faith  strong 
as  prophecy,   that  much    may  be  done." 

He  mentions  with  apparent  surprise  that, 
"with  the  exception  of  Dr.  Channing,  every 
man  inquired  about  the  salary  and  the  honor 
of  the  station."  The  new  movement  of  which 
he  was  the  head  had  been  born  in  a  manger; 
there  was  no  room  for  it  in  the  inn.  The  old 
Bulfinch  statehouse  had  no  corner  where  the 
greatest  educational  statesmen  of  .■\merica 
could  he  given  a  chair  and  desk.  He  had  a 
modest  office  on  Tremont  street,  not  far  from 
the  old  burying  grounds  where  lay  the  bones 
of    the    fathers    of    the    Commonwealth,    and 


there  he  lived  and  worked  like  a  dray  horse 
until   his  second   marriage   gave   him   a   home. 

His  first  official  month  was  passed  in  a 
country  retreat  with  a  pile  of  books,  thinking 
out  a  way  to  begin.  Searching  the  records  he 
noticed  that  the  educational  movement  pro- 
ceeded from  the  Massachusetts  Bay  Colony. 
Of  the  Plymouth  colonists :  "Schools  seem 
to  have  occupied  very  little  of  their  attention." 

The  fact  is  that  the  New  England  idea  of 
education,  from  Harvard  College  down  to  the 
district  school,  was  of  purely  British  origin ; 
it  was  the  attempt  of  the  most  intelligent  sec- 
tion of  the  British  Liberal  party  in  church  and 
state  to  plant  in  the  vigorous  .soil  of  a  new 
world  the  university  and  free  school  from 
which  they  had  drawn  their  own  inspiration  at 
home  with  an  extension  of  the  opportunity  to 
spread  the  feast  of  knowledge  before  the  entire 
people  of  the  colony.  The  fighting  property 
of  the  new  secretary,  which  to  the  end  was 
the  breath  of  his  life,  appears  at  once.  "I 
will  avail  myself  of  the  opportunity  to  recom- 
mend some  improvements  and  generally  to 
apply  a  Hcsh  brush  to  the  hades  of  the  peo- 
ple" 

[Of  Horace  Mann's  service  as  Secretary 
of  the  Massachusetts  Board  of  Education  and 
those  wonderful  annual  reports,  and  his  some- 
what stormy  career  as  representative  in  Con- 
gress nothing  can  be  given  here.] 

On  April  15,  18.5'i,  the  crisis  came.  Mr. 
Mann  was  nominated  by  the  "Free  Democ- 
racy" of  Massachusetts  for  governor  of  the 
State.  He  received  the  ofTer  of  the  presidency 
of  Antioch  College,  Ohio,  on  the  same  day. 
He  accepted  the  latter  office  without  hesita- 
tion. This  decision  finished  his  political  ca- 
reer. For  the  coming  years  of  his  life  he  was 
plunged  heart  and  soul  in  his  crowning  work, 
which  may  well  be  styled  the  revival  of  the 
Western    .American   college. 

That  he  accepted  the  offer  of  the  presi- 
dency of  what  was  then  a  new  Western  col- 
lege with  joy  and  found  in  its  contempla- 
tion a  new  lease  of  life  can  not   be   doubted. 

There  was  much  to  attract  Mr.  Mann  to 
this  new  field  of  labor  in  the  West.  Antioch 
College  was  established  by  the  religious  de- 
nomination of  Christians,  then  a  numerous 
and  growing  body,  especially  in  the  region 
commanded  by  this  its  fir.st  institution  of  the 
higher  learning.  Yellow  Springs.  Clark 
County,  Ohio,  was  then  a  rural  hamlet,  clus- 
tered about  a  well-known  summer  resort,  in 
a  beautiful  and  fertile  quadrilateral,  inclosed 
by  the  Ohio,  the  Miamis.  and  the  Mad  River, 
60  miles  north  of  Cincinnati,  between  the 
present  flourishing  cities  of  Springfield  and 
Xenia.  It  seemed  almost  an  ideal  situation 
for  the  college,  which  its  new  president  be- 
held in  vision  as  he  set  his  face  toward  "the 
great  West."  The  institution  was  situated 
almost  in  the  center  of  the  most  densely 
populated  portion  of  the  three  Western  States 
—  Ohio,  Indiana,  and  Kentucky  —  and  per- 
haps more  central  to  the  con.stituency  he 
hoped  to  attract  than  any  locality  beyond  the 
Alleghanies.  Good  living  was  very  cheap,  the 
climate  genial,  the  natural  conformation  of 
the  country  attractive  by  its  scientific  interest 


427 


to  the  geologist  and  the  botanist,  easily  acces- 
sible to  the  city  of  Cincinnati,  still,  in  1853, 
the  center  of  culture  in  the  vase  region  be- 
yond  the   mountains. 

It  had  been  decided  that  the  college  should 
be  co-educational  and  with  not  distinction  of 
race,  in  these  respects  perhaps  the  only  con- 
siderable foundation  of  the  higher  education 
in  the  West,  save  Oberlin,  Ohio,  which  had 
taken  that  position.  It  had  also  "broken  the 
record"  as  the  first  of  the  important  Western 
denominational  colleges  that  had  elected  a 
layman  to  the  office  of  president.  It  had 
"struck  twelve"  by  inviting  the  foremost  com- 
mon school  educator  in  America,  despite  his 
political  entanglements,  to  what  must  neces- 
sarily be  very  largely  the  personal  administra- 
tion of  a  new  experiment,  and  he  had  been 
permitted  to  bring  several  teachers  of  his 
own  selection  and  to  inaugurate  his  own 
method   of   college    instruction    and    discipline. 

The  present  system  of  free  high  schools 
was  then  hardly  established  in  the  West  out 
of  the  cities,  and  the  majority  of  the  acad- 
emies and  colleges  of  all  these  States  of  the 
North  and  Southwest  were  strictly  sectarian 
and  generally  in  no  respect  of  high  reputation. 
The  rising  University  of  Michigan  was  the 
only  State  university  in  the  Northwest  that 
had  attracted  the  attention  of  the  educational 
Ea.st.  Never  before  or  since  has  there  been 
a  more  interesting  opportunity  to  establish  a 
college  of  the  higher  grade  of  scholarship, 
free  from  all  the  trammels  and  tradition  that 
still  bound  the  higher  education  of  the  orig- 
inal thirteen  states  in  allegiance  to  the  old 
British   ideals. 

All  this  Mr.  Mann  appreciated.  His 
twelve  years  of  service  in  the  revival  of  the 
common  school  in  New  England  had  trained 
him  in  the  advanced  ideas  and  policy  of  the 
elementary,  secondary,  and  normal  school. 
His  four  years  of  service  at  Washington  had 
made  him  thoroughly  acquainted  with  the  pro- 
gressive and  energetic  spirit  of  the  North- 
west and  its  desire  for  a  higher  and  broader 
type  of  college  and  university  life  than  had 
hitherto  prevailed.  He  was  always  unmind- 
ful of  pecuniary  reward,  though  always  rid- 
den by  an  almost  fanatical  sense  of  public  and 
private  pecuniary  obligation.  He  probably 
was  not  sufficiently  informed  of  the  fact  that 
the  obstacles  to  such  an  enterprise  as  that  in 
which  he  was  now  embarked  were  necessarily 
greater  in  the  new  than  in  the  older  section 
of  the  Union.  He  went  forth  to  the  closing 
five  years  of  his  glorious  career,  which,  de- 
spite all  the  disasters  and  discouraging  feat- 
ures in  the  material  welfare  of  Antioch,  was 
perhaps  as  memorable  in  its  relations  to  the 
systeiu  of  the  higher  education  in  the  West 
as  his  earlier  and  more  public  work  to  the 
common  school   in  New  England. 

He  found  the  progressive  people  of  the 
West  and  Southwest  ready  to  welcome  him 
to  the  leadership  in  the  revival  of  the  higher 
education  in  the  states  tributary  to  Antioch. 
He  was  inaugurated  as  president  in  October. 
18.53.  His  inaugural  address,  of  which 
Thomas  Starr  wrote  him  from  Boston, 
"There    is   vitality   enough    in    your    inaugural 


to  make  a  college  thrive  in  Sodom,"  was  de- 
livered to  an  enthusiastic  open-air  assembly 
of  three  thousand  people.  Standing  on  the 
front  steps  of  the  main  college  building,  the 
already  venerable  president  received  a  gift  of 
three  Bibles  for  the  use  of  the  different  de- 
partments, and  in  reply  set  forth  in  eloquent 
and  significant  words  the  idea  of  the  founders 
of  the  institution,  on  which  hinges  the  entire 
history  of  the  higher  Christian  education  in 
the   Republic. 

His  original  plan  included  a  thorough  de- 
partment of  pedagogics  for  the  training  of 
teachers,  the  preparatory  classes  being  utilize! 
as  a  general  practice  school.  This  arrange- 
ment would  have  placed  Ohio  at  the  head  of 
the  West  in  this  great  reform.  More  than 
one  thousand  young  people  aoolied  for  ad- 
mittance during  the  first  year,  representir 
all  the  Western  and  Southwestern  States, 
with  a  strong  contingent  that  had  followed 
him  from  the  Central  States  of  New  Eng- 
land. 

But  from  the  first  the  new  college  bore 
within  itself  the  seeds  of  financial  ruin.  Like 
so  many  of  the  new  schools  of  the  Western 
and  even  the  older  Middle  States  at  this 
period,  it  had  been  established  on  the  finan- 
cial "delusion  and  snare,"  a  numerous  body 
of  holders  of  "scholarshios."  each  of  whom  had 
a  vote  in  the  election  of  trustees. 

This  is  not  the  place  to  rehearse  the  mel- 
ancholy history  of  Antioch  College  during  the 
few  years  of  the  presidency  of  Horace  Mann, 
notably  the  years  when  it  stood  up  beyond  the 
.•\llcghanies  as  an  object  lesson  in  the  revival 
of  the  higher  education.  Suffice  to  say  that, 
after  herculean  efforts,  the  president  for 
more  than  a  year  receiving  no  salary,  the  im- 
pending failure  came  upon  it  in  1857.  This 
crisis  was  "tided  over"  until  1850.  A  new 
board  of  trustees  was  chosen,  undenomina- 
tional in  its  character,  thoueh  with  a  generous 
recognition  of  the  original  Christian  constitu- 
ency. Mr.  Mann  was  re-elected  president, 
and.  had  his  life  been  spared,  the  prodigious 
educational  success  of  Antioch  College  would 
for  the  first  time  have  enjoyed  the  solid  foun- 
dation of  a  reliable  financial  establishment. 

A.   D.   M.\yo. 


ALEXANDER  H.  McGUFFEY 

Alex.xndkk  H.  McGuffev  was  born  in 
northeastern  Ohio,  near  the  border  of  Peiui- 
sylvania.  August  13.  1816.  His  parents,  of 
Scotch  extraction,  as  the  name  indicates,  were 
cultured  and  refined  people.  The  result  of 
the  intellectual  atmosphere  of  the  McGuffey 
home  was  first  seen  in  the  career  of  Alex- 
.''nder's  elder  brother,  the  Rev.  William  Mc- 
Guffey. who,  in  1835.  was  the  President  of 
Miami  University,  and  afterwards  became 
Professor  of  Philosophy  in  the  University  of 
Virginia.  It  was  this  brother  who  assumed 
•■harge  of  his  education,  when  .\lexander  was 
but  nine  years  of  age.  His  naturally  brilliant 
powers  developed  rapidly  under  such  guidance, 
and  at  the  early  age  of  sixteen,  he  was  gradu- 
ated from  Miami.  Within  a  few  years,  and 
while  still  remarkably  young  for  the  position. 


428 


he  was  called  to  the  chair  of  Ancient  Lan- 
guages in  Woodward  College.  This  call 
brought  him  to  Cincinnati,  where  he  resided 
until  his  death.  June  <i.  18!Ki.  He  soon  be- 
came, and  remained  for  life,  a  member  of  the 
Episcopal  Church. 

In  these  early  days,  teaching  ofifered  neither 
the  prospect  of  rapid  advancement  nor  the 
opportunity  of  gaining  even  a  moderately 
large  income,  so  that  it  is  not  surprising  that 
Mr.  McGuffey  abandoned  his  position  in  the 
Woodward  College  for  the  ampler  field  of  the 
law.  He  was  .scarcely  twenty-one  years  of 
age  when  he  was  admitted  to  practice,  and 
began  his  career  of  almost  sixty  years  as  a 
useful  and  honored  member  of  the  Cincin- 
nati bar.  The  Hon.  J.  D.  Cox,  in  a  Memorial 
read  before  the  Trustees  of  the  Cincinnati 
College  says  of  Mr.  McGufTey  as  a  lawyer : 
"His  tastes  led  him  to  seek  the  quieter  walks 
of  busine.-s.  and  the  greater  part  of  his  life 
was  .tpent  in  chamber  practice  as  a  counselor, 
especially  in  the  management  of  trusts  and 
the  settlement  of  estates.  He  was  methodical 
and  e.xtremelv  accurate,  conducting  business 
with  .systematic  thoroughness.  In  arguments 
he  was  logical  and  keen  rather  thnn  oratorical, 
and  took  pleasure  in  the  analysis  of  strictly 
legal  questions  rather  than  in  appeals  to  a 
jury." 

-Mr.  McGufTey's  life  is  of  special  interest 
to  the  teachers  of  Ohio  through  his  connection 
with  the  famous  series  of  McGuffey  Readers 
and  with  the  McGuffey  Speller.  This  series 
of  text-books  of  elementary  English  study  was 
planned  by  the  pioneer  publisher,  Winthrop 
B.  Smith,  hut  was  compiled  by  President 
William  H.  McGuffey  of  Miami  and  Alexan- 
der H.  McGuffey  of  Cincinnati.  The  Fifth 
Reader,  which  displays  the  results  of  a  re- 
markably fine  taste  in  English  Literature  was 
entirely  .Alexander's  work.  Nor  is  this  work 
the  only  evidence  of  Mr.  McGuffey's  wide 
acquaintance  with  the  masterpieces  of  classic 
English  and  of  his  wonderful  memory  for  the 
pearls  of  English  thought,  for  his  conversa- 
tion was  ever  adorned  by  ready  quotation  of 
humerous,  pathetic  and  poetically  beautiful 
passages  of  the  English  masters.  This  usually 
reserved  man  would  glow  with  enthusiasm  as 
he  drew  from  the  .storehouse  of  his  memory 
the  burning  words  of  some  author  to  most 
men  a  mere  name. 

.■\s  serving  his  city  in  a  public  capacity, 
Mr.  McGufTev  will  chiefly  be  remembered  for 
his  long  connection  with  the  Cincinnati  Col- 
lege. A  charter  was  granted  to  this  pioneer 
in.stitution  of  higher  learning  in  Cincinnati 
about  the  year  1819.  From  its  start  Dr. 
Daniel  Drake  was  president  and  did  all  that 
a  man  of  energy  and  culture  could  do  to  make 
it  the  foundation  of  a  great  college.  An  ad- 
mirable faculty  was  gathered  to  the  support 
of  the  college,  but  the  fact  was  soon  discov- 
ered that  students'  fees  alone  are  inadequate 
to  keep  in  healthy  life  a  college  in  the  true 
sense  of  the  term.  Misfortune  added  its  de- 
stroying hand.  Twice  the  building  was  greatly 
damaged  by  fire,  and  the  trustees  gave  it  — 
all    that    was    left    of    the    college  —  into    the 

429 


hands  of  the  mortgagees.  It  was  in  these  cir- 
cumstances that  Mr.  McGuffey  became,  in 
184-"),  the  secretary  and  treasurer  of  the  Col- 
lege Trustees.  He  immediately  began  a  heroic 
attempt  to  redeem  the  property  and  save  the 
still  existing  Law  Department.  After  manag- 
ing the  property  for  several  years,  as  similar 
prooerty  has  seldom  been  managed  in  Cin- 
cinnati or  in  any  other  city,  Mr.  McGuffey 
was  able  to  hand  back  the  building,  freed 
from  incumbrance,  to  the  College  Trustees. 
Until  his  death  he  continued  to  direct  ihe 
affairs  of  this  well  known  Cincinnati  land- 
mark and.  by  renting  the  spacious  hall  at 
reasonable  rates  for  lectures,  made  it,  so  far 
as  might  be,  of  educational  value  to  the  city. 
When  an  attempt  was  made,  through  legisla- 
tive enactment,  to  take  the  property  from  its 
trustees,  the  books,  put  in  evidence,  showed 
that  Mr.  McGuffey  had  received  no  other 
remuneration  for  his  services  than  the  most 
modest   fees  for  collecting  rents. 

When  the  Cincinnati  Art  School  was 
planned,  Mr.  McGuffey's  prompt  offer  of 
accommodations  in  the  Cincinnati  College 
building  was  of  no  small  help  to  the  project. 
Indeed,  every  unbiased  fellow  citizen  recog- 
nized in  Mr.  McGuffey  a  disinterested  friend 
of  higher  education.  .Among  the  institutions, 
unconnected  with  the  Cincinnati  College,  that 
sought  his  services  were  the  McMicken  Uni- 
versity and  the  Miami  Medical  College.  He 
was  President  of  the  Board  of  Trustees  of 
the  latter  for  many  years,  and  was  a  Director 
of  the  University  as  long  as  he  cared  to  retain 
the   position. 

.Alexander  Hamilton  McGuffey  was  the 
kind  of  man  whom  it  is  good  for  a  city  or 
for  a  .state  to  number  among  her  citizens. 
His  sterling  honesty,  his  untiring  energy  and 
his  unswerving  pursuit  of  higher  things  form 
an  example  for  the  young  men  of  city  and 
state  that  should  not  fail  of  a  lasting  influ- 
ence  for  good. 

Prof.   Bishop. 


WILLIAM    H.    McGUFFEY 

The  name  of  Dr.  McGuffey  has  been  made 
familiar  to  hundreds  of  thousands,  perhaps  to 
millions  of  people  by  the  series  of  school 
readers  that  lie  compiled.  Probably  no  other 
series  of  books  ever  published  has  had  a  wider 
or  more  wholesome  influence.  Yet,  strange 
to  say,  the  history  and  character  of  Dr.  Mc- 
Guffey himself  are  but   little  known. 

He  was  born  in  Washington  county,  Penn- 
sylvania, September  23,  1800.  While  he  was 
still  a  child  his  parents  removed  to  Trumbull 
county,  Ohio.  No  data  concerning  his  early 
life  are  available,  but  the  conditions  in  Ohio 
at  that  time  and  the  fact  that  he  was  nearly 
twenty-six  years  old  when  he  graduated  from 
college,  seem  to  justify  the  inference  that  his 
youth  was  spent  in  labor,  probably  on  a  farm, 
and  that  he  prepared  for  his  college  course 
mainly  after  he  was  twenty-one  years  of  age. 
To  complete  his  education  he  returned  to  his 
native  county  and  entered  Washington  Col- 
lege at  Washington,  Pennsylvania.     He  always 


accounted  it  one  of  the  fortunate  events  of 
his  life  that  he  here  came  under  the  influ- 
ence of  Dr.  Andrew  WyUe,  the  president. 
President  Wylie  took  an  interest  in  him  and 
befriended  him ;  but  it  was  Dr.  Wylie's  force 
and  independence  of  mind  and  elevation  of 
character   which   most   deeply   impressed   him. 

It  appears  that  his  college  course  was  in- 
terrupted for  a  year,  during  which  he  taught 
school  at  Paris,  Kentucky.  While  he  was 
teaching  in  Kentucky,  he  became  known  to 
Dr.  Bishop,  the  president  of  Miami  Univer- 
sity at  Oxford,  Ohio :  and  so  favorable  was 
the  opinion  of  him  which  Dr.  Bishop  formed 
that  in  March,  18"2li,  before  he  had  received 
his  baccalaureate  degree,  he  was  elected  pro- 
fessor of  ancient  languages  at  Miami  Uni- 
versity. That  institution  had  been  in  exist- 
ence less  than  two  years,  but  it  had  already 
gathered  a  few  strong  men  in  its  faculty  and 
a  few  students  of  more  than  ordinary  minds. 
But  Dr.  McGuffey,  young  as  he  was,  .at  once 
took  rank  as  one  of  the  best  of  its  teachers 
and  won  the  admiration  and  homage  of  its 
students.  In  1832  he  was  transferred  to  the 
chair  of  mental  philosophy,  which  he  retained 
for  four  years.  With  no  preparation  except 
that  which  he  received  at  the  hands  of  Presi- 
dent Wylie  during  his  undergraduate  course, 
and,  possibly,  some  nrivate  reading  during  the 
subsequent  six  years,  he  assumed  the  duties 
of  instructor  in  one  of  the  widest  and  pro- 
foundest  departments  of  human  thought.  In 
our  day  the  value  of  special  training  and  ex- 
tensive courses  as  a  oreoaration  for  teaching 
eleiuentary  students  is  greatly  overrated.  For 
beginning,  a  teacher's  best  equipment  is  sim- 
plicitv  and  directness  of  thought,  clearness  of 
statement,  and  aptness  in  illustration.  These 
qualities.  Professor  McGuffey  possessed  in  an 
unusual  degree.  At  that  time,  and  for  several 
years  at  least,  he  adhered  to  the  Scottish 
philosophy.  Brown  being  his  chosen  author  in 
psychology  and  ethics.  But  he  read  widely 
and  critically  and  thought  for  himself;  so  that 
his  class-work  was  always  fresh  and  stimulat- 
ing. His  ablest  students,  no  matter  what  dis- 
tinction they  attained  in  later  life,  never  out- 
grew the  conviction  that  he  was  an  able 
teacher.  On  the  contrary,  their  subsequent 
growth  only  led  them  to  place  a  higher  esti- 
mate on  his  ability. 

In  1829  he  was  licensed  as  a  preacher  in 
the  Presbyterian  Church  and  from  that  time 
became  a  public  speaker.  The  uniform  testi- 
mony is  that  in  the  pulpit  and  on  the  plat- 
form he  was  singularly  effective.  Perfectly 
unassuming  in  manner,  he  was  so  clear  in 
thought,  so  simple  in  language,  so  attractive 
in  manner,  that  the  crowds  which  gathered  to 
hear  him  were  held,  sometimes  enchained,  by 
the  charm  of  his  discourse.  He  spoke  extem- 
pore, and  with  the  directness,  freedoiu,  and 
warmth  of  elevated  conversation. 

While  at  Miami  University,  in  addition  to 
his  labors  in  teaching  and  preaching  he  col- 
lected and  arranged  the  material  for  his  series 
of  Eclectic  Readers.  To  an  ordinary  worker 
it  is  a  marvel  that  he  could  have  found  time 
to  examine  so  wide  a  range  of  sources  as  the 
selection   of   lessons   suitable    for  his   purpose 


must  have  involved,  and  that  he  could  have 
adjusted  his  mind  to  a  task  so  much  at  vari- 
ance with  his  vocation.  If  he  began  with  the 
first  of  the  series  and  proceeded  in  regular 
order,  he  did  most  of  this  extra  and  diver.se 
labor  after  his  transfer  to  the  department  of 
philosophy  and  while  he  was  taxed  to  make 
himself  familiar  with  difficult  subjects  which 
he  had  never  tauglit.  For  it  was  early  in  1833 
that  he  employed  B.  W.  Chidlaw,  then  a  stu- 
dent, to  copy  the  manuscript  of  the  primer. 
Only  a  mind  of  remarkable  flexibility  and  re- 
luarkable  capacity  for  work  could  have 
achieved  such  a  task  under  the  conditions. 
[The  sketch  of  his  brother,  A.  H.  McGuffey, 
is  an  instructive  note  at  that  point.     Editor.] 

He  resigned  his  position  in  Miaini  Univer- 
sitv  in  1830  to  accept  the  presidency  of  Cin- 
cinnati College.  This  institution  was  without 
endowment,  but  it  was  thought  that  its  loca- 
tion in  the  principal  city  of  the  west  and  the 
influence  of  Dr.  Daniel  Drake  and  those  whom 
he  had  interested  in  the  college,  gave  promise 
of  its  success.  President  McGuffey  took  hold 
of  the  enterprise  with  his  customary  zeal  and 
efficiency.  That  he  produced  a  strong  impres- 
sion on  the  pulilic  is  evident.  There  is  a  tra- 
dition that  during  one  course  of  lectures  which 
he  delivered  the  numbers  who  wanted  to  hear 
him  were  so  great  that  some  requested  per- 
mission to  cut  a  hole  through  the  ceiling  of 
the  room  in  which  he  spoke,  so  that  they 
might  hear  him  from  the  room  overhead. 

It  was  during  his  connection  with  Cin- 
cinnati College  that  he  completed  an  arrange- 
ment with  Winthrop  B.  Smith  to  publish  the 
Eclectic  Readers. 

He  remained  here  but  three  years,  having 
been  elected  in  1839  to  the  presidency  of  the 
Ohio  University  at  Athens.  He  was  now  at 
the  zenith  of  his  powers.  He  brought  to  his 
new  position  a  mature  and  experienced  mind, 
scholarship  of  a  high  order,  a  wide  reputation 
both  as  a  teacher  and  as  an  adtuinistrator, 
and  an  e.xceptional  power  to  influence  men. 

By  his  students  at  Athens  he  was  soon 
regarded  as  a  great  man.  Nearly  all  of  them, 
perhaps  all,  are  now  dead :  but  they  carried 
to  the  end  of  their  lives  a  profound  respect 
for  his  ability  and  character.  One  of  them, 
Rev.  E.  P.  Pratt,  D.  D.,  of  Portsmouth,  Ohio, 
in  a  brief  article  written  just  after  Dr.  Mc- 
Guffey's  death,  said :  'Tn  1839  I  returned  to 
Athens,  where  he  was  commencing  his  career 
as  president,  and  reviewed  with  him  mental 
and  moral  science.  He  was  a  master  in  his 
department.  In  this  branch  (lucntal  philos- 
ophy) I  never  saw  his  equal.  He  was  an 
enthusiast  in  it,  and  he  cominunicated  much 
of  his  enthusiasm  to  his  pupils.  They  loved 
him,    and    yet    reverenced    him    as    a    father." 

He  soon  was  recognized  here  also  as  a 
popular  public  speaker.  His  sermons  and  lec- 
tures were  remembered  and  mentioned  with 
appreciation  by  citizens  of  Athens  for  many 
years  after   he  had  left  the   Uuniversity. 

As  was  to  be  expected,  the  University  be- 
gan a  vigorous  growth  under  his  administra- 
tion. Its  attendance  increased,  its  work  be- 
came more  vital,  and  its  hold  upon  the  public 
mind     was     greatly     strengthened.      But    this 


430 


rising  prosperity  was  overshadowed  by  a  dark 
cloud.  The  law  establishing  the  university 
provided  for  a  reappraiseuient  of  the  lease- 
hold lands  which  constituted  its  endowment, 
and  which  comprised  the  township  in  which  it 
is  located  and  the  townshio  immediately  south 
of  it.  The  date  fixed  for  the  first  reappraise- 
uient arrived  about  the  time  of  Dr.  McGufley's 
accession  to  the  presidency.  The  lessees  were 
bitterly  opposed  to  any  increase  in  the  valua- 
tion of  the  lands ;  but  under  Dr.  McGuflfcy's 
leadership  the  trustees  of  the  University  pro- 
ceeded to  the  perforniancf  of  their  duty.  An 
injunction  was  sought  by  the  lessees  and  the 
case  was  carried  to  the  Supreme  Court  of  the 
State.  The  decision  of  the  Court  was  in 
favor  of  the  University.  But  the  feeling  of 
hostility  on  the  part  of  the  lessees  only  grew 
more  intense.  Violence  was  threatened. 
President  McGufTey  was  denounced  and 
maligned,  and  at  length  the  rage  of  the  peo- 
ple liecame  so  great  that  they  burned  him  in 
effigy. 

He  bore  all  this  with  quiet  dignity  and 
without  any  surrender  or  abatement  of  the 
rightful  claims  of  the  institution.  But  the 
lessees,  foiled  in  their  attempt  to  obtain  re- 
lief from  the  courts,  appealed  to  the  legisla- 
ture, with  the  result  that  a  law  was  passed 
assuming  to  annul  the  decision  of  the  courts 
and  to  prevent  a  reappraisement  of  the  lands. 
This  action  of  the  legislature  seemed  to  Dr. 
McGuffey  to  sea!  the  fate  of  the  university, 
and  seeing  no  prospect  of  an  increase  of  its 
scanty  revenues,  he  immediately  resigned. 
The  act  was  passed  on  the  10th  of  March, 
1843,  and  he  retired  at  the  close  of  that 
academic  year.  The  university  was  suspended 
and  remained  so  for  five  years. 

Dr.  McGuffey  returned  to  Cincinnati,  where 
he  taught  for  tlie  next  two  years  in  Wood- 
ward High  School.  His  service  to  education 
was  not  confined,  however,  to  his  duties  in 
the  school  room.  He  was  an  active  and 
earnest  chamoion  of  the  public  .school  system. 
He  had  co-operated  with  Samuel  Lewis  and 
others  in  securing  the  adoption  of  the  system 
by  the  state,  and  he  continued  to  use  his 
influence  to  promote  the  organization  of 
schools  under  the  law. 

At  the  end  of  the  second  year  in  Wood- 
ward High  School.  Dr.  McGuffey  was  elected 
professor  of  moral  philo.'^ophy  in  the  Univer- 
sity of  Virginia,  which  became  the  scene  of 
his  last  and  longest  period  of  service.  He 
gave  to  that  service  his  ripest  scholarship  and 
his  accumulated  power  as  a  teacher  and  as 
a  man.  The  saine  results  followed  that  had 
marked  his  work  at  Oxford,  at  Athens,  and 
at  Cincinnati. 

Professor  Noah  K.  Davis,  his  successor  in 
the  chair  of  philosophy  at  that  institution 
writes  of  him :  "He  impressed  his  students 
as  a  broad  thinker,  inspiring  teacher,  and 
brilliant  lecturer;  and  tlieir  esteem  is  warmed 
by  an  affectionate  remembrance  of  his  genial 
and  sympathetic  character."  He  continued, 
also,  to  preach,  and  he  exerted  a  strong  relig- 
ious influence  in  the  university  and  surround- 
ing community.  Professor  A.  D.  Hepburn  of 
Miami   University  states  that  one  of  his  first 


acts  after  entering  on  his  professorship  at 
the  University  of  Virginia  was  to  make  a 
tour  of  the  state  advocating  the  introduction 
of  the  pul)lic  school  .system.  This  was  prob- 
ably the  first  appeal  of  this  kind  ever  made 
in  that  state,  and  there  was  but  a  feeble  re- 
sponse. But  twenty-five  years  later.  Dr.  Mc- 
Guffev  had  the  satisfaction  of  seeing  one  of 
his  own  friends  and  former  students,  Mr.  W. 
H.  Ruffner,  made  the  first  pul)lic  school  sup- 
erintendent of  the  state.  Professor  Hepburn 
expresses  the  opinion  that  Dr.  McGuffey  is 
fairly  entitled  to  be  regarced  as  the  pioneer 
of  the  public  school  system  in  Virginia. 

Dr.  McGuffey  remained  at  the  University 
of  Virginia  till  his  death  at  Ciiarlottesville, 
May  4.   1873. 

In  his  vocation  he  held  a  double  mastery. 
He  was  master  of  that  which  he  taught  and 
of  those  whom  he  taught.  "He  taught  as  one 
having  authority."  For  almost  lialf  a  century 
successive  classes  of  students  passed  under  his 
molding  influence,  and  by  them  that  influence 
has  been  borne  into  thousands  of  school  rooms 
and  sick  rooms  and  court  rooms,  into  ptilpits, 
into  the  marts  of  trade,  an  1  into  the  halls  of 
legislation;  so  that  multitudes  who  never 
heard  his  voice  or  saw  his  face  have  uncon- 
sciously  felt  his  power. 

Besides  these,  there  arc  otlier  multitudes 
who  have  known  him  only  through  the  read- 
ers which  he  compiled  and  which  they  conned 
day  after  day  through  all  the  years  of  their 
•chool    life. 

The  child  who  began  his  school  life  in 
Ohio  sixty  years  ago  lacked  many  of  the 
advantages  that  are  possessed  by  the  pupils 
of  the  present  day ;  but  he  had  the  benefit  of 
one  noble  and  quickening  power  that  has  not 
been  surpassed  by  all  the  boasted  progress  of 
later  years.  Whenever  he  opened  his  school 
reader  and  perused  the  lessons  which  this  wise 
friend  of  childhood  and  youth  had  set  for 
him.  he  drank  from  a  pure  and  deep  fountain 
which  often  became  in  him  a  well  of  living 
water.  And  when  he  came  to  manhood  he 
brought  to  the  function  of  living  a  larger 
conception  of  the  meaning  of  life  and  a  deeper 
sense  of  life's  responsibility,  because  of  the 
les.sons  of  wisdom  and  morals  that  he  learned 
in  his  Eclectic  Readers.  All  over  the  West  and 
South  are  men  and  women  whose  testimony 
would  be  that  among  the  helpful  agencies  of 
their  school  days  there  was  none  —  no  book, 
no  fellow-pupil,  no  teacher  —  whose  influence 
was  more  gracious  and  beneficent,  and  none 
that  now  holds  a  more  hallowed  place  in  their 
memory  than  McGuffey's  Eclectic  Readers. 
William   Henry  Scott. 


JOHN    A.    NORRIS 

John  A.  Norrls  was  born  near  Paines- 
ville,  Ohio,  August  10.  183o  and  died  January 
19,  1877,  after  a  severe  illness  of  nine  weeks. 
Mr.  Joseph  Norris,  the  father  of  the  subject 
of  this  sketch,  was  by  occupation  a  farmer, 
and  came  to  Ohio  from  New  Hampshire,  and 
settled  near  Painesville  in  the  year  1830.  In 
1837  he  purchased  a  farm  in  Ciuernsey  county. 


431 


Ohio,  upon  which  he  remained  about  twenty- 
three  years.  Here  his  six  sons  were  reared. 
Farming  in  those  early  days,  before  the  in- 
vention of  reapers,  mowers,  and  planters, 
and  when  the  country  was  new,  required  an 
amount  of  labor  to  raise  and  gather  a  crop, 
of  which  modern  farmers  have  no  conception. 
Farmers  who  were  so  fortunate  as  to  have 
several  boys  found  it  often  necessary  to  put 
them  to  work  as  soon  as  they  were  able  to 
handle  a  hoe  or  an  axe ;  and  only  when  the 
weather  was  too  inclement  for  out-door  work 
on  the  farm,  were  the  boys  allowed  to  attend 
school.  And  the  farmers  of  those  days  whose 
whole  life  was  one  of  hard  daily  toil,  seldom 
dreamed  of  any  other  way  of  earning  a  living 
than  by  tilling  the  soil.  Mr.  Joseph  Norris 
was  a  plain,  industrious,  well-to-do  farmer, 
having  had  few  advantages  of  education,  and 
seeking  few  for  his  growing  family.  He  hon- 
estly believed  that  education  was  of  little 
value  to  men  in  his  occupation,  and  hence  he 
had  no  disposition  to  encourage  his  sons  to 
endeavor  to  gain  an  education  beyond  what 
could  be  acquired  in  such  schools  as  the  rural 
districts   could   afford. 

John,  the  tifth  son,  early  manifested  a  love 
for  books  and  study,  and  soon  acquired  all  the 
knowledge  he  could  obtain  from  the  teachers 
of  his  district  school.  The  nearest  .school  of 
a  higher  grade  than  the  one  in  his  immediate 
neighborhood,  was  at  the  village  of  Newcom- 
erstown.  Here  he  was  supported  by  his 
father  for  a  term  during  the  winter  of  18.52- 
1853.  He  continued  a  second  term,  paying 
for  his  board  by  working,  mornings  and  even- 
ings. During  the  fall  of  185:-!  he  attended  a 
school  at  Marlboro,  taught  by  :Mr.  Holbrook, 
later  of  Lebanon  Normal  School.  He  pro- 
cured his  first  certificate  to  teach  school  in 
Stark  county.  Young  Norris  had  now 
reached  a  point  in  his  education  which  he 
could  turn  to  some  service  in  the  pursuit  of 
further  knowledge.  He  felt  for  the  first  time 
that  he  was  independent.  He  taught  success- 
fully his  first  school  and  like  many  others,  no 
doubt,  learned  much  to  his  advantage.  He 
entered  Madison  College,  Antrim,  Ohio,  the 
spring  of  1855,  and  was  in  attendance  about 
one  year.  He  was  compelled  by  the  want  of 
means  to  return  to  teaching.  While  teach- 
ing he  continued  his  studies,  until  in  1857,  he 
entered  the  Sophomore  class  of  Kenyon  Col- 
lege. He  graduated  in  1800.  During  the 
three  years  that  were  necessary  to  complete 
his  course,  he  was  absent  one  year,  being  com- 
pelled to  teach  to  obtain  money  to  defray  his 
expenses.  By  close  application  and  indefat- 
igable effort  the  two  years  he  was  in  actual 
attendance  in  college  and  the  year  he  was 
teaching,  he  succeeded  in  securing  the  honors 
of  graduation  with  his  class.  During  his  col- 
lege life  he  made  few  intimate  friends.  This 
was  not  because  he  was  not  naturally  social, 
but  because  his  time  was   too  valuable. 

An  intimate  friend  and  college  mate  wrote 
of  Mr.  Norris :  "His  scholarship  was  high 
but  lacked  that  finish  in  details  which  wins 
class  honors.  This  was  due  to  his  having 
entered  the  sophomore  year  without  having 
followed  the  exact  freshman  course.     He  was 


capable  of  success  in  any  direction  whither 
his  ambition  pointed.  1  think  the  nature  of 
his  mind,  as  well  as  the  necessities  of  his  life 
and  his  struggle  for  self-elevation,  made  Nor- 
ris underrate,  at  least  in  those  early  days, 
what  we  call  culture  in  the  sense  of  classical 
polish  and  refinement  of  expression.  He 
rather  regretted  having  devoted  time  to  the 
classics  and  did  not  read  his  Homer  and 
Virgil   coH  amore." 

As  a  true  friend  and  true  man,  Norris 
should  be  rated  more  highly  than  any  one  in 
my  college  experience.  He  was  absolutely 
true,  loyal,  generous,  manly,  actively  sympa- 
thetic and  helpful.  He  would  go  through  fire 
and  water  to  serve  a  friend,  was  enthusi- 
astic, undaunted,  discouraged  by  no  ob- 
stacles, and  regardless  of  public  opinion  in 
supporting  what  he  deemed  right.  This  be- 
lief in  him  was  general  among  all  who  knew 
him  well. 

After  graduation  in  1860,  he  secured  the 
position  as  tutor  in  a  family  in  Baton  Rouge, 
Louisiana.  The  war  soon  breaking  out  he  re- 
turned to  Ohio,  and  making  his  home  in  the 
town  of  Cadiz,  was  made  prinicpal  of  the  high 
school,  and  shortly  afterwards  superintendent. 

When  the  call  rang  out  for  three  hundred 
thousand  men  he  enlisted  and  organized  a 
company  of  infantry. 

In  the  battle  of  Peachtree  Creek  he  was  so- 
severely  wounded  in  the  leg  that  amputation 
was  thought  necessary. 

After  his  discharge  from  the  army  Col. 
Norris  was  made  Provost  Marshal  of  the 
Sixteenth    District. 

In  the  summer  of  18()5,  he  received  the 
nonnnation  by  the  Republican  party  for  the 
office  of  State  School  Commissioner,  and  was 
duly  elected.  Hon.  E.  E.  White,  who  was  then 
acting  as  State  School  Commissioner,  under 
appointment  of  Governor  Tod,  was  also  a 
candidate  before  the  same  Convention  for  the 
nomination.  Mr.  White  was  well  known  to 
the  teachers  of  the  State,  and  Colonel  Norris 
was  not  widely  known.  Mr.  White  had  car- 
ried through  the  General  Assembly  several 
important  school  measures,  had  shown  him- 
self to  be  a  wise  and  capable  officer,  and 
worthy  of  the  confidence  and  support  of  the 
friends  of  education.  They  believed  the  nomi- 
nation to  be  due  to  Mr.  White.  Colonel  Nor- 
ris not  being  known  by  the  school  men  gen- 
erally, his  nomination  and  election  was  re- 
garded as  disastrous  to  the  interests  of  popu- 
lar education.  He  entered  upon  the  duties  of 
the  office  in  February,  18()fi,  with  no  assur- 
ances of  co-operation  and  aid  from  the  lead- 
ing educational  men  of  the  State.  But  h- 
began  his  work  with  so  much  intelligence, 
with  the  exercise  of  so  much  good  common 
sense,  and  with  so  mi'ch  modesty,  energy,  and 
earnestness,  as  at  once  to  win  the  confidence 
and  respect  of  the  prominent  schoolmasters  of 
the  State. 

Before  the  issue  of  his  first  report  Mr. 
Norris  had  quelled  almost  all  opposition,  and 
had  secured  the  co-operation  of  the  prominent 
school  men. 

In  those  passionate  years  immediately  after 
the  war,  this  brave  soldier  who  had  shed  his 


432 


blood  and  risked  his  life  for  his  country  held 
his  prejudices  with  a  tighter  rein  than  many 
men   who  had   never  been  in  danger. 

He  filled  the  position  of  State  School  Com- 
missioner with  dignity  and  honor  to  the 
State,  harmonized  and  gave  direction  to  the 
educational  forces,  infused  a  spirit  of  pro- 
gress, and  left  us  in  his  reports  educational 
documents  of  rare  excellence  and  value.  Col. 
Norris  was  re-elected  in  1808,  but  to  the  great 
regret  of  the  friends  of  education,  he  resigned 
in  May,  18(J!I,  to  accept  the  position  of  Pen- 
sion  Agent   at    Columbus. 

He  took  this  step  solely  from  the  pressure 
of  necessity,  driven  to  it  by  the  parsimony 
of  the  State  which  pays  its  highest  executive 
officer  in  the  educational  field  a  wholly  inade- 
quate salary. 

Col.  Norris's  career  in  the  Pension  Office 
crowded  with  perplexities  for  which  his 
former  experience  had  given  him  no  prepa- 
ration  was   eminently   successful. 

R.  W.   Stevenson. 


JAMES    K.    PARKER 

The  subject  of  this  sketch  was  born  Sep- 
tember 22,  1817,  the  first  of  eight  children. 
His  educational  advantages  were  above  the 
average  of  his  time.  Boys  from  that  log 
schoolhouse  have  since  become  eminent  as 
teachers,  ministers,  lawyers,  statesmen,  poets, 
and  teachers. 

Professor  Parker  frequently  spoke  of  the 
impressions  made  on  him  when  but  eight 
years  of  a.ge,  by  a  noble  young  lady  then  his 
teacher.  His  mother,  an  educated  lady  from 
the  State  of  Maine,  and  a  teacher  of  experi- 
ence supplemented  the  school  room  work. 

In  18:34,  when  but  seventeen  years  of  age, 
with  the  consent  of  his  parents,  he  became 
private  tutor  in  the  family  of  a  gentleman 
living  in  the  Ohio  valley  some  twelve  miles 
above  the  Parker  home.  For  the  three 
months'  service  he  received  thirty  dollars  and 
board.  This  money,  with  five  dollars  sent  him 
by  his  father  and  fifteen  dollars  earned  in  the 
cooper  shop  during  recreation  hours  while  at 
college,  paid  all  expenses  during  five  months 
spent  at  Hanover  College,  Hanover,  Indiana, 
including  deck  passage  both  ways  on  a  steam- 
boat, and  left  a  whole  dollar  in  his  pocket  on 
reaching  home.  More  teaching,  inore  self- 
denial,  more  college  training,  until  18-SO. 
when  he  entered  upon  what  proved  to  be  an 
unusually  long  and  useful  career,  in  a  number 
of  cases  educating  three  generations  in  one 
family. 

Being  a  born  Yankee,  the  school  furniture 
he  made  was  comfortable  and  convenient. 
Throughout  his  career  as  a  teacher  when  ap- 
paratus was  needed  that  he  could  not  buy  he 
often   made  it. 

Modest  and  unassuming  he  constantly 
sought  to  improve  himself,  and  delighted  in 
the  companionship  of  the  learned  about  him. 
At  the  founding  of  Clermont  Academy  he 
entered  an  organization  known  as  "The  Col- 
lege of  Teachers."  From  a  bound  volume  of 
the  li'csleni  Academician,  their  official  organ. 


1838,  we  find  that  the  young  principal  associ- 
ated with  such  men  as  the  Picketts,  B.  P. 
Aydelott,  Alexander  Campbell,  Calvin  E. 
Stowe,  and  Joseph  Ray.  With  some  of  these 
Professor  Parker  was  on  very  intimate  terms. 
He  and  Dr.  Ray  had  many  consultations  as 
to  the  arrangement  of  the  latter's  system  of 
mathematics.  However,  Parker's  modesty 
never  permitted  him  to  speak  of  anything 
save   benefit    received. 

1  have  tried  to  decide  in  what  branch  he 
was  most  proficient,  but  cannot.  His  success 
as  an  instructor  in  natural  philosophy  was  re- 
markable, his  profound  knowledge  of  the  va- 
rious departments  of  science,  his  skill  as  an 
experimenter,  his  inspiring  way  of  teaching', 
language,  and  the  ability  of  putting  his  own 
enthusiastic  love  of  knowledge  into  the  hearts 
of  his  pupils,  made  him  as  one  among  a  thou- 
sand. Being  a  true  Christian,  the  spiritual 
and  moral  interests  were  not  neglected.  He 
loved  his  pupils  and  that  love  was  returned. 
We  are  all  mourners  to-day.  Without  en- 
dowment, save  the  rich  hearts  of  his  teachers, 
many  a  poor  boy.  without  means  with  which 
to  pay  his  way,  will  drop  a  tear  in  memory 
of    his    benefactor. 

Work  was  not  confined  to  his  own  school- 
room. He  had  no  place  for  selfishness  or 
jealousy.  He  may  truly  be  called  the  father 
of  the  "Clermont  County  Teachers'  Institute." 
At  his  suggestion  it  was  organized  in  1848, 
and  under  his  watchful  care  it  lived.  For 
years  he  would  load  a  wagon  with  apparatus 
to  be  used,  and  accompanied  by  his  wife 
would  go  to  the  place  where  the  Institute 
was  to  be  held.  It  was  he,  who,  going  early 
in  the  morning  to  the  place  of  meeting,  would 
set  up  the  clock  he  had  taken,  sweep  out, 
dust  furniture  and  ring  the  bell  for  the 
younger  teachers,  whom  he  was  to  instruct 
and  who  would  enjoy  the  tidy  appearance 
without  knowing  whose  work  it  was.  During 
those  early  years  he  asked  no  remuneration 
and  received  none.  He  had  his  reward,  how- 
ever, by  seeing  such  an  improvement  in  Cler- 
mont teachers  that  there  were  heavy  draughts 
made  on  their  ranks  for  men  and  women 
fitted  to  fill  places  of  trust  and  honor  and  the 
improvement  of  the  schools  of  the  county. 
Many  of  these  teachers  were  his  own  intel- 
lectual  children. 

Each  of  the  other  professions  has  been 
honored  by  Clermont  .Academy  students.  For 
years,  the  only  county  building  at  Batavia 
without  a  sample  of  this  man's  work,  was  the 
jail. 

That  which  was  most  prominent  in  Pro- 
fessor Parker  was  his  conscience.  An  • 
steamboat  captain,  who  made  men  his  study, 
years  ago  said  to  the  writer;  "I  never  knew 
but  one  man  who  lived  up  to  his  conscience, 
and   that    was    Teacher    Parker." 

J.  H.  Baker. 


ALBERT   PICKET 

All  that  is  here  given  in  reference  to  Al- 
bert Picket,  is  gathered  from  incidental 
references    to    him    in    educational    periodicals. 


433 


The  labors  of  such  a  pioneer  deserve  a  minute 
description  but  unfortunately  the  materials  are 
not  at  hand. 

He  began  in  New  York  City,  in  January, 
1811,  a  periodical  called  the  "Juvenile  Moni- 
tor, or  Educational  Magazine,"  It  is  believed 
to  be  the  rtrst  periodical  of  the  kind  published 
in  the  United  States.  It  did  not  enter  upon 
the  second  volume.  In  I'ebruary,  1818,  he, 
with  J.  W.  Picket,  started  in  the  same  city  the 
"Academician"  which  was  equally  short-lived. 

Through  the  exertions  of  Albert  Picket 
and  Alexander  Kinmont,  in  18'2i),  there  was 
organized  in  Cincinnati,  the  Western  Aca- 
demic Institute  and  Board  of  Education, 
from  which  originated  the  famous  Western 
Literary  Institute  and  College  of  Professional 
Teachers,  before  which,  in  1834,  he  delivered 
the  opening  address,  on  the  objects  of  the  In- 
stitute. He  afterwards  delivered  addresses 
and  reports  as  follows ;  in  1835,  on  "Educa- 
tion ;"  in  18.30,  on  "Parents,  Teachers,  and 
Schools ;"  in  1837,  on  the  "Formation  of 
Character  in  Individuals ;"  in  1838,  on  "Re- 
forms in  Education ;"  in  18.39,  on  the  "Quali- 
fications of  Teachers ;"  and,  in  1841,  on  the 
"Want  of  Education."  When  in  Cincinnati, 
he  was  principal  of  the  Cincinnati  Female 
Seminary.  He  afterwards  became  a  resident 
of  Delaware,  Ohio,  and  in  July,  1850,  at  the 
meeting  of  the  Ohio  State  Teachers'  Associa- 
tion, in  Springfield,  there  was  presented  by 
Mr.  Williams  a  report  prepared  by  Mr.  Picket, 
on  "Teaching  Reading." 

The  following  is  found  in  the  Ohio  School 
Journal,  of  September,  1848,  edited  in  Colum- 
bus, Ohio,  by  Dr.  Lord  (Vol.  88,  page  1.38)  : 
"Albert  Picket,  Senior,  for  many  years  Prin- 
cipal of  the  Manhattan  School  in  this  city. 
one  of  the  most  efficient  and  enterprising 
teachers  of  our  country,  is  still  living  at  Del- 
aware, Ohio.  This  gentleman  now  in  his  TOth 
year,  taught  half  a  century,  and  was  always 
twenty  years  in  advance  of  the  majority  of 
the  profession.  He  always  acted  well  his  part, 
and  he  is  still  quickening  and  comforti 
those  who  labor  for  the  cause  of  education. 
Teachers'    Advocate    (N.    Y.). 

"We  rejoice  to  meet,  from  the  scene  of  his 
former  toils,  this  ju.st  tribute  to  a  veteran 
teacher.  It  has  been  our  privilege,  in  addition 
to  occasional  correspondence,  to  enjoy  the 
privilege  of  several  cheering  interviews  with 
'Father  Picket,'  as  he  is  affectionately  and 
reverently  styled  here  in  Ohio.  and.  last  au- 
tumn, to  labor  with  him  for  a  week  in  the  in- 
struction of  a  class  of  some  hundred  teachers. 

"It  is  a  matter  of  gratitude  that  he  is  per- 
mitted to  spend  the  evening  of  his  days  so 
quietly  and  pleasantly  in  the  family  of  a  be- 
loved and  affectionate  son.  But,  as  he  looks 
back  upon  his  life,  what  unutterable  emotions 
and  what  varied  recollections  must  throng 
the  echoing  chambers  of  his  soul !  'He  taught 
for  half  a  century!'  and  during  that  time  laid 
his  forming  hand,  as  it  were,  upon  som" 
thousands    of    opening    minds.      In    each    and 


all  of  these  minds,  he  awakened  emotions, 
kindled  aspirations,  developed  energies,  and 
into  all  instilled  principles,  to  which,  but  for 
him  they  might  forever  have  been  strangers. 
And  these  minds  still  live!  They  are  not  of 
the  perishable  material  upon  which  the  archi- 
tect, the  painter,  or  the  sculptor,  lavishes  his 
labor  and  skill.  The  emotions  awakened 
continue  to  thrill  them;  the  aspirations  kin- 
dled, to  elevate  them  :  the  energies  developed, 
to  propel  them ;  and  the  principles  instilled, 
to  guide  them  onward  through  time  and 
through  eternity. 

Many  of  those  on  whom  his  forming  in- 
fluence was  exerted,  and  to  whom  his  in- 
structions were  imparted,  are  now  filling  nn- 
portant  and  responsible  stations  in  life,  and 
are  in  turn  exerting  a  controlling  influence 
in  the  formation  of  those  who  are  to  succeed 
them  upon  the  stage ;  others  have  passed  from 
earth,  but,  whether  in  this  or  the  unseen 
world,  they  still  live,  and  the  impressions 
made,  and  the  influences  exerted  upon  them, 
have  done  their  work  toward  forming  the 
characters  they  now  possess,  and  which  they 
will  be  likely  to  retain  while  canvas  shall 
moulder  and  granite  and  marble  crumble  to 
dust.  But  perhaps  one  of  the  most  interesting 
reflections  which  arise  in  the  mind  of  the 
faithful  teacher,  on  a  review  of  his  labors,  is, 
that  among  all  his  pupils  he  has  not  a  single 
enemy.  Let  others  wear  laurels  and  receive 
plaudits  of  mankind,  but  give  me  the  retro- 
spect of  the  famous  teacher."  H. 


DR.  JOSEPH    RAY 

The  name  of  Dr.  Joseph  R.w  is  held  in 
grateful  remembrance  by  many  for  his  works 
on  algebra  and  arithmetic,  which  robbed 
mathematics  of  its  terrors  for  the  young  be- 
ginner. He  was  born  in  Ohio  county.  Vir- 
ginia, in  November,  1807.  and  evinced  from 
early  youth  great  fondness  for  study,  and  an 
earnestness  of  purpose  which  supported  him 
under  many  discouragements.  He  entered 
Washington  College.  Pa.,  supporting  himself 
by  teaching  at  intervaks,  but  left  without  tak- 
ing a  degree. 

Turning  his  attention  to  medicine,  he  grad- 
uated from  the  Ohio  Medical  College,  Cin- 
cinnati, but  in  October  of  the  same  year  en- 
tered upon  the  profession  of  teacher,  and 
adhered  to  it  through  life.  Henceforward, 
his  history  as  teacher  is  bound  up  with  that 
of  Woodward  College,  afterwards  Woodward 
High  School,  first  as  professor,  and  after- 
wards as  president,  which  office  he  held  at 
the  time  of  his   death,  in  April,   18.56. 

In  all  these  years.  Dr.  Ray  was  promin- 
ently identified  with  the  leading  teachers  of 
the  State  and  the  great  cause  which  they  had 
at  heart.  He  was  rarely  absent  from  the 
meetings  of  the  State  Teachers'  .A^ssociation, 
and  in   1852  was  elected  its  president. 

H. 


434 


CHAPTER  XXXI 


BIOGRAPHICAL   SKETCHES   (3) 


BIOGRAPHICAL   SKETCHES   (3) 


ANDREW    J.    RICKOFF 

An   address   by   Dr.   VV.   T.    Harris. 

When  the  earthly  career  of  one  of  our 
friends  or  one  of  our  fellow  citizens  has 
ended  and  we  are  assenililed  to  perform  the 
last  sad  rites  that  testify  our  respect  for  the 
departed,  there  comes  to  us  a  throng  of 
memories  and  we  see  him  as  he  lived  and 
worked  among  us.  His  ideals  and  aspirations, 
his  labors  for  the  good  of  the  community,  his 
sufferings  from  the  selfishness  or  misunder- 
standing of  his  contemporaries,  his  victories 
or  defeats  and  his  fortitude,  his  magnanimity, 
and  his  resources,  come  again  before  our 
minds  in  long  procession,  consoling  us  for 
our  loss  and  soothing  our  bitterest  grief. 

So  it  is  here  to-day  with  the  nuinerous 
citizens  of  this  city  where  Dr.  Rickoff 
worked  for  the  fifteen  best  years  of  his  life; 
.«o  it  is  with  the  teachers  who  taught  those 
schools  under  his  supervision  and  were  in- 
spired with  his  counsel ;  so  it  is  again  with 
us    who    in    the    same    profession    labored    in 


different  and  far  off  fields,  but  met  him  from 
year  to  year  at  the  state  meetings  held  for 
conference  and  discussion  of  educational  prob- 
lems. 

We  cannot  help  feeling  grief  at  our  loss 
of  his  living  presence  among  us  but  we  find 
consolation  in  the  memory  of  his  career  and 
in  the  fruits  of  his  deeds,  which  are  still  with 
us  and  enter  helpfully  into  much  of  what  is 
best   in  our  present  endeavors. 

Dr.  Rickoff  came  into  the  work  of  Super- 
intendent of  Schools  at  the  beginning  of  the 
second  period  of  city  .schools  in  this  country. 
It  was  the  period  of  the  great  revival  led  by 
Horace  Mann  and  his  co-workers ;  the  era 
of  the  introduction  of  skilled  supervision  and 
the   organization    of    school    systems. 

Before  that  epoch  there  had  been  schools 
but  they  were  not  organized  in  such  a  man- 
ner as  to  make  progress.  There  was  no  one 
to  collect  from  each  school  its  good  inven- 
tions and  carry  them  to  other  schools  so 
that  all  could  profit  by  the  discoveries  of  each. 
The  second  superintendent  was  needed  for 
this  function.  The  superintendent  could  de- 
tect the  appearance  of  new  and  better  methods, 
new  devices  that  prevented  the  waste  of  power 
on  the  part  of  teacher  and  pupil  and  he  could 
by  private  conversation  and  by  public  confer- 
ence expound  good  methods  or  the  good  de- 
vices and  show  how  to  secure  them  and  how 
to   make   them   work    successfully. 

Hence  there  came  to  be  a  body  of  doctrine 
on  the  theory  and  art  of  managing  city  schools. 
Simple  regulations  could  now  be  made  which 
excluded  the  possibility  of  long-endured  evils 
in   instruction   and   in   discipline. 

Hitherto  each  school  had  worked  by  itself 
in  isolation  and  consequently  had  developed 
extremes  of  pedantry  in  methods  of  instruc- 
tion and  harshness  or  even  cruelty  in  modes 
of  discipline. 

The  instruction  was  mostly  a  mechanical 
affair.  Memorizing  of  the  text-book  without 
mastering  its  meaning,  obedience  to  school 
rules,  not  from  good  will  and  insight  into 
their  reasonableness,  but  solely  from  fear  of 
Hogging,  this  was  the  staple  of  the  city  school 
of  the  first  period,  say  from  1800  to  1850. 
Indeed,  nothing  better  could  have  been  ex- 
nected,  for  the  city  school  was  then  new 
l;ecause  cities  were  new  and  furnished  new 
problems. 

In  1800'  only  3  per  cent  of  the  population 
lived  in  cities  of  8000  inhabitants  and  over. 
The  schoolmaster  of  a  one-room  school  with 
only  thirty  pupils  could  govern  it  with  mild 
discipline  if  he  possessed  force  of  character. 
When  he  came  to  have  a  large  school  of  two 


437 


hundred  pupils  all  seated  in  one  room  for 
study  and  sent  into  class  rooms  for  recitation 
to  a  half  dozen  of  assistant  teachers,  the  work 
of  the  master  to  preserve  order  necessarily 
became  increased  disproportionately  and  it  re- 
quired men  of  strong  character  who  could 
use  heroic  measures. 

The  management  of  city  schools  drifted 
into  the  hands  of  bosses  —  often,  very  often  of 
mere  bullies,  who  kept  order  through  cruel 
punishments  but  who  could  not  teach  much, 
for  thev  did  not  know  much.  They  maJj  up 
for  their  lack  of  knowledge  by  a  stern  and 
unyielding  dogmatism. 

The  new  era  in  city  schools  began  with 
feeble  beginnings  after  the  famous  dispute  of 
Horace  Mann  with  the  Boston  schoolmasters. 
It  was  powerfully  helped  by  John  D.  Phil- 
brick  who  superintended  the  Boston  schools 
for  twenty  years.  He  made  discoveries  in 
organization  which  made  the  discipline  of 
city  schools  far  easier  than  before.  Smaller 
rooms  seating  only  fifty  pupils  each  and  pre- 
sided over  by  a  single  teacher,  restored  the 
personal  influence  of  the  teacher  and  gradu- 
ally banished  the  police  system  and  the  rod 
from  the  public  school. 

But  the  method  of  instruction  did  not 
change  so  rapidly  even  in  Boston.  More  pro- 
gress was  made  in  the  west  and  especially  in 
Ohio.  Dr.  Andrew  J.  Rickoff  was  the  greatest 
pioneer  in  the  movement  towards  bettering 
the  methods  of  instruction. 

Five  days  ago.  Col.  Francis  W.  Parker,  a 
man  of  genius  in  the  improvement  of  school 
devices  that  increase  the  self  activity  of  the 
pupil,  and  who  has  gained  national  reputation 
for  the  success  of  his  work  in  training  superior 
teachers,  .said  to  me  in  substance :  "Andrew 
J.  Rickoff  is  the  founder  of  the  new  and  better 
method  of  instruction.  I  have  said  that  I 
learned  from  him  what  I  know  of  the  new 
education." 

Dr.  Rickoff's  career  as  a  teacher  is,  when 
understood,  a  new  revelation  of  Christianity 
now  made  especially  to  the  school.  Two 
thousand  years  ago  it  had  come  to  the  world 
in  general  terms.  God  himself  so  loved  the 
world  that  he  sent  His  only  begotten  Son 
to  reveal  His  true  nature  of  loving-kindness. 
The  divine  in  his  very  person  was  ready  to 
take  on  humanity  and  suffer  the  worst  of 
deaths  for  the  sake  of  imperfect  and  sinful 
mortals.  The  Highest  died  for  the  lowest. 
For  Mount  Sinai  and  its  thunders,  for  the 
reign  of  law  and  the  decree  of  death  the 
new  dispensation  brought  the  vicarious  atone- 
ment, the  glad  tidings  of  peace  on  earth  and 
of  good  will  to  men.  This  great  lesson  has 
been  penetrating  human  society  for  two  thou- 
sand years  and  civilizing  one  ordinance  after 
another.  It  reached  the  school  in  the  great 
epoch  of  which  I  have  spoken  and  in  which 
Andrew  J.  Rickoff  bore  so  conspicuous  and 
noble  a  part,  for  he  was  pervaded  with  love 
for  the  children  and  he  sought  unweariedly 
to  introduce  methods  of  development  from 
within,  in  place  of  harsh  methods  of  compul- 
sion from  without. 

The  spirit  of  the  school  has  changed  in 
fifty  years  so  much  that  it  is  possible  now  to 


govern  a  school  by  the  mildest  of  means, 
while  in  1850  what  was  then  called  "govern- 
ing" a  school  meant  government  by  force. 

Dr.  Rickoff  developed  his  theory  of  a  new 
education  in  which  the  new  dispensation  of 
God's  government  should  take  the  place  of 
the  old,  partly  in  the  work  of  conducting  a 
private  schobl  and  privately  in  the  conduct  of 
entire  systems  of  city  schools  in  Cincinnati, 
Cleveland,  and  in  Yonkers  (a  suburb  of  the 
greater  New  York),  constant  progress  was 
made  in  the  improvement  of  instruction  under 
him  by  which  pupils  could  be  aroused  to 
study  through  their  own  interest  and  to  push 
their  investigations  into  the  meaning  of  what 
they  learned  with  that  spirit  of  inquiry  which 
promised  to  make  them  students  through  life. 

It  was  in  the  epoch  of  Dr.  Rickoff's  stay 
in  Cleveland  that  the  superintendents  of  the 
larger  cities  of  the  Northwest  formed  what 
was  called  a  "Round  Table"  for  the  purpose 
i)f  studying  the  work  in  the  several  cities 
represented  and  for  the  discussion  of  the 
ideas  on  which  the  work  was  founded.  This 
was  one  of  the  most  profitable  of  school  con- 
ferences ever  held.  Dr.  Rickoff  held  a  high 
place  at  that  Round  Table  by  reason  of  his 
immen.'^e  experience,  his  great  practical  skill 
in  solving  educational  problems  and  by  the 
charm  of  his  personality. 

In  his  later  career  Dr.  Rickoff  was  sec- 
onded and  assisted  by  his  enthusiastic  wife 
who  devoted  herself  to  the  methods  of  in- 
struction  in   the  primary  school. 

In  the  family,  as  in  the  school,  and  as  in 
the  society  of  his  friends,  Dr.  Rickoff  was 
ever  the  kindest  and  gentlest  of  men,  the 
tenderest  father,  the  best  of  neighbors.  I 
never  knew  that  he  had  a  single  enemy,  I 
think  that  he  was  beloved  of  all. 

The  significance  of  his  life  appears  in 
stronger  lines  if  we  place  it  on  the  back- 
ground of  our  National  life.  We  are  solving 
the  problem  of  local  self-government.  We 
never  could  achieve  that  solution  if  we  de- 
pended solely  upon  police  and  a  system  of 
spies.  We  can  solve  it  only  by  a  system  of 
development  of  public  opinion  and  the  partici- 
pation of  all  the  inhabitants  in  that  public 
opinion. 

Such  a  public  opinion  requires  the  news- 
paper for  its  creation  and  diffusion.  Again 
the  newspaper  requires  the  universal  diffusion 
of  a  knowledge  of  the  printed  page.  Not  only 
must  all  read  but  all  must  read  day  by  day 
the  events  of  the  world  and  the  opinions  of 
their  fellowmen  on  those  events.  All  help  to 
make  the  verdict  of  public  opinion  and  all  are 
governed  by  that  verdict  when  made.  Even 
governments  that  are  well  nigh  despotic  in 
their  form  of  organization  are  forced  in  our 
day  to  watch  public  opinion  as  it  is  revealed 
in  the  newspaper  and  follow  its  behest  rather 
than  appeal  to  the  decision  of  war. 

Is  not  this  a  movement  toward  a  realiza- 
tion of  a  new  phase  of  Christianity?  Reason 
and  not  force  is  gaining  its  hold  on  the  helm 
of  the  world.  But  the  public  opinion  of  the 
nation  cannot  penetrate  an  illiterate  comnum- 
ity.  It  learns  too  late  that  it  has  appealed 
to  force  against  an  overwhelming  odds. 


438 


I 


In  the  newspaper  civilization  not  only  the 
statesman  but  the  humblest  citizen  reads  the 
decision  of  a  great  issue  as  it  were  on  the 
sky  in  great  blazing  letters  —  as  it  were  a 
Belshazzar's  vision,  weighing  it  in  the  scales 
of  public  opinion  and  proclaiming  it  to  the 
world  before  it  comes  to  the  test  of  war. 

Dr.  Rickoflf  has  helped  his  community  and 
his  nation  in  making  the  school  of  the  city 
into  a  great  instrumentality  that  fits  the  citizen 
for   a    governnieiit    of   and    by    public   opinion. 

We  his  friends  who  stand  around  his  bier 
regret  our  loss  of  his  personal  presence  but 
we  rejoice  that  he  has  fought  a  good  fight 
and  lived  a  life  of  faith  in  the  new  dispensa- 
tion. 

I  love  to  quote  the  words  of  the  prophet 
Daniel   at  the   grave   of   a    great   teacher. 

"The  teachers  shall  shine  as  the  brightness 
of  the  firmament  and  they  that  turn  many  to 
righteousness  as  the  stars,  forever  and  ever." 

Superintendent  Jones  said :  "It  is  barely 
appropriate  that  I  speak  on  this  occasion  since 
my  acquaintance  with  Mr.  Rickoff  was  more 
largelv  professional  than  personal :  and  yet  I 
am  glad  to  add  a  tribute  to  the  profound 
character  which  he  exhibited  in  the  work  to 
which  he  devoted  his  life. 

"As  a  student  of  his  educational  work. 
embodied  as  I  found  it  in  the  schools  and  in 
his  written  reports,  I  came  to  think  of  him  as 
endowed  pre-eminently  with  three  great  char- 
acteristics. 

"First  —  An  insight  into  principles  of  con- 
duct, character  and  action  far  ahead  of  his 
time. 

"Second  —  Unusual  power  of  organization 
and   direction. 

"Third  —  The  highest  degree  of  moral 
courage. 

"It  required  all  these  powers  for  the  man- 
agement of  the  great  questions  which  came 
to  him  in  his  time  of  service.  As  Dr.  Harris 
has  so  well  indicated,  there  were  no  types 
which  he  could  follow  in  the  organization 
and  the  conduct  of  a  system  of  city  scliools. 
There  were  no  city  systems  west  of  the  Alle- 
ghenies,  and  tho.-^e  of  New  England  were  so 
give?i  up  to  formalism  that  he  must  needs 
strike  out  on  a  new  line.  Thus  he  showed 
very  clearly  the  insight  which  he  had  into 
what  would  be  in  the  next  few  years  the  real 
development  of  city  .systems  of  schools.  He 
was  really  never  a  great  debater  —  he  was_  a 
great  worker.  He  wrought  himself  into  the 
schools  which  he  served  and  he  worked  his 
enthusiasm  into  the  characters  of  those  who 
served  with  him.  He  took  up  the  schools  of 
Cleveland  when  the  teachers  numbered  one 
hundred  and  fifty.  When  he  left,  there  were 
four  hundred  and  seventy-three  teachers.  Of 
these,  one  hundred  and  nineteen  remain  until 
this  time  in  the  service  of  the  public  schools. 
Their  devotion  to  their  work,  their  conserva- 
tism in  things  that  are  best,  their  readiness 
to  accept  what  is  good  in  the  new  —  all  these 
things  speak  for  the  greatness  of  the  character 
and  the  heart  of  the  man  who  had  brouglit 
them  into  this  service  and  had  shown  them 
the  right   way. 


"Indeed,  I  think  that  the  school  system  of 
this  city,  copied  as  it  has  been  far  and  wide 
by  city  systems  of  the  West,  is  the  greatest 
monument  that  he  can  have  —  more  enduring 
than  any  that  shall  ever  be  placed  above  his 
remains  in  Lake  View." 


MRS.   REBECCA   DAVIS   RICKOFF 

The  education  of  this  distinguished  lady 
began  when  she  was  five  years  of  age,  under 
a  dominie  of  the  old  school  in  the  person  of 
the  afterwards  well  known  Dr.  Laurie.  It 
was  carried  on  by  her  father,  Professor  Wil- 
liam Monroe  Davis,  and  was  completed,  as 
far  as  schooling  goes,  at  the  age  of  sixteen, 
when  she  graduated  from  the  Hughes  High 
School  at  Cincinnati.  She  was  valedictorian 
of  her  class  and  wrote  the  class  song  and  the 
class  poem.  She  was  a  poet  from  her  child- 
hood. But  the  serious  trend  of  her  faculties 
in  educational  work  left  her  but  little  leisure 
for  literature  proper,  which,  however,  was  to 
her  as  the  "Wine  of  Life." 

At  the  age  of  twenty-one,  after  having 
been  a  teacher  for  two  years,  she  was  married 
to  Andrew  J.  RickofT.  then  superintendent  of 
the  public  schools  of  Cincinnati.  In  her  earli- 
est married  days  she  began  her  life-work  of 
co-operation  with  her  husband  in  his  profes- 
sional career,  and  though  a  notable  woman  in 
many  ways,  she  is  perhaps  most  widely  known 
as  an  educator. 

Imbued  with  an  exalted  idea  of  education 
in  its  most  liberal  and  widest  sense,  and  led 
by  natural  inclination,  she  made  an  earnest 
and  life-long  study  of  its  science  and  art. 
Her  first  public  essay  in  this  field,  "Esthetic 
Culture,"  was  received  with  the  most  flatter- 
ing comments  from  educators  all  over  the 
country.  This  was  followed  by  many  notable 
addresses,  among  which  were  "The  Value  of 
Art  in  Education,"  "The  Influence  of  Litera- 
ture in  Education,"  "Moral  Training  of 
School  Girls,"  "Intellectual  Reading,"  etc.  In 
introducing  Mrs.  Rickoff  when  she  read  the 
last-named  address  at  the  National  Educational 
Association,  President  Young  said :  "She  has 
done  more  than  any  other  woman  in  the  world 
to   introduce   good   literature   in   the   schools." 

In  187-3,  in  conjunction  with  Miss  Harriet 
Kceler,  then  supervisor  of  public  schools,  she 
edited  two  leaflets,  entitled  "Every  Monday" 
and  "Monday  Morning,"  designed  for  supple- 
mentary reading. 

Mrs.  Rickoff  established  the  first  kinder- 
garten in  Cleveland  and  forwarded  this  cause 
l)y  bringing  there  Miss  Elizabeth  Peabody  to 
give  a  lecture  upon  this  interesting  and  im- 
portant  topic. 

For  no  compensation  whatever,  but  purely 
for  the  purpose  of  helping  on  the  "new  edu- 
cation" movement,  of  which  Cleveland  was 
at  that  time  the  center,  she  gave  during  a 
period  of  eight  years  addresses  to  public 
school  teachers  on  "Nature  Study,"  "Child 
Study" —  now  .so-called,  school  management, 
and  kindred   subjects. 

She  was  at  work  unon  a  book  which  em- 
bodied mnnv  of  these  lectures  when  she  was 


439 


called  upon  to  enter  into  a  more  extensive 
work,  that  of  editing,  in  conjunction  with  Mr. 
Rickoff  and  Dr.  William  T.  Harris,  the  cele- 
brated "Aopleton's  Readers,"  Mrs.  Rickoff 
wa.s  a  contributor  to  many  educational  maga- 
zines ;  was  one  of  the  few  women  members 
of  the  National  Council  of  Education,  was 
a  life  member  of  the  National  Educational 
Association  and  of  the  Ohio  State  Teachers' 
Association,  and  at  the  annual  conventions 
of  these  bodies,  when  Mrs.  Rickoff  spoke  the 
chairman  did  not  call  for  attention.  Though 
Mrs.  Rickoff's  life  was  seemingly  given  over 
to  educational  work,  she  still  was  widely  and 
actively  interested  in  every  progressive  move- 
ment of  the  day.  Especially  was  she  to  the 
front  in  any  movement  which  looked  to  the 
advancement  of  woman's  cause,  and  she  was 
an  active  member  of  the  Women's  Congress 
at  its  meeting  in  Cleveland.  She  was  also 
interested  in  various  philanthropic  movements, 
being  at  one  time  president  of  the  Young 
Women's    Christian    .^ssociation. 

She  was  a  charter  member  of  the  Fort- 
nightlv  Literary  Club,  and  was  the  inspiration 
and  president  of  its  forerunner,  the  Women's 
Lyceum. 

Like  most  professional  people,  as  the  years 
passed,  there  was  a  luimlier  of  places  which 
she  called  "home,"  and  besides,  .-he  traveled 
much.  But  while,  as  a  result,  she  became 
more  vvidely  known,  yet  she  missed  that  con- 
centration of  power  that  comes  of  a  fixed 
residence.  In  New  York  she  was  a  member 
of  more  than  one  literary  society.  She  was 
an  active  worker  in  the  Kindergarten  Asso- 
ciation, a  member  of  the  Anthropological  So- 
ciety, of  the  American  Social  Science  Asso- 
ciation, and  a  charter  member  of  the  Indu.s- 
trial  Educational  .'Vssociation.  Wherever  she 
went  she  took  part  in  the  philanthropic  and 
literary  movements  of  the  place. 

When  in  London,  the  People's  Palace  and 
work  in  the  Girls'  Friendly  Societies  engaged 
her  attention,  as  well  as  the  "education  act," 
a  movernent  then  at  its  height,  and  lasting 
friendships  were  formed  with  active  workers 
in   these   movements. 

Mrs.  Rickoff  and  her  daughter  had  the  in- 
teresting experience  of  being  presented  to  the 
Queen. 

On  her  return  from  abroad,  Mrs.  Rickoff, 
together  with  her  husband  and  daughter,  went 
to  Washington  State  to  visit  William  Monroe 
Rickoff.  her  only  son.  His  death  by  drown- 
ing gave  a  shock  to  her  nervous  system  which 
interrupted  a  life  full  to  brimming  of  noble 
effort.  Brain  fever,  followed  by  nervous  pros- 
tration, from  which  she  never  fully  recovered, 
was  the  sad  result  of  this  great  sorrow. 

Mrs.  Rickoff  was  essentially  a  woman  of 
genius;  a  brilliant  mind,  strong  character, 
and  great  personal  beauty  united  to  form  a 
personality  of  unusual  distinction. 

She  was  original  in  many  forms  of  effort, 
inspired  by  generous  impulses,  proud  and  am- 
bitious, not  so  much  for  herself  as  for  those 
dear  to  her.  The  one  masterful  desire  of  her 
life  was  to  keep  her  loved  ones  near  that  she 
might  do  all  in  her  power  to  bring  them 
every  pleasure  and  advantage  life  could  afford. 


Only  a  person  possessed  of  vivid  imagina- 
tion, strength  of  purpose,  and  extraordinary 
executive  ability  could  have  accomplished  all 
she  did. —  From  Cleveland  Leader. 


HARVEY    RICE 

The  school  law  passed  by  the  General  As- 
sembly March  1,  1853,  was  chiefly  prepared 
by  the  Hon.  Harvey  Rice,  of  Cleveland,  a 
member  of  the  Ohio  Senate,  and  chairman  of 
the  committee  on  common  schools.  Mr.  Rice 
was  born  in  Massachusetts,  June  11,  ISOU,  and 
graduated  at  Williams  College.  He  came  to 
Ohio  in  18i4,  and  settled  in  Cleveland.  For 
a  short  time  he  engaged  in  teaching  while 
preparing  for  the  practice  of  law,  upon  which 
he  soon  entered.  Mr.  Rice's  abilities  and 
worth  were  soon  recognized  by  his  tellow 
townsmen,  who  manifested  their  appreciation 
by  electing  him  to  various  important  oflijes  in 
the  county,  and  to  a  .seat  in  the  lower  house 
of  the  General  Assembly. 

In  1851,  Mr.  Rice  was  elected  to  the  Sen- 
ate. The  session  which  followed  was  a  very 
important  one.  Ohio  had  outgrown  her  old 
constitution,  and  tliis  was  the  first  meeting 
of  her  legislature  under  the  provisions  of  the 
new.  It  was  evident  to  all  who  had  watched 
the  growing  educational  needs  of  the  State, 
that  the  school  .system  needed  a  thorough 
revision.  Since  the  passage  of  the  act  of  1838, 
the  population  of  the  State  had  more  than 
doubled,  and  its  resources  had  increased  in 
a  still  greater  ratio.  Mr.  Rice  addressed  him- 
self to  the  work  of  procuring  the  passage  of 
an  act  for  the  reorganization  of  the  common 
schools,  and  providing  for  their  supervision. 
The  bill  passed  the  Senate  with  but  two  nega- 
tive votes.  He  had  previously  taken  a  prom- 
inent part  in  the  passage  of  an  act  providing 
for  the  establishment  of  two  asylums  for 
lunatics,  and  he  now  advocated  the  establish- 
ment of  a  State  Reform  School,  at  that  time 
a  novel  idea.  A  few  years  saw  it  in  success- 
ful operation. 

Mr.  Rice  lived  to  see  the  State  of  his 
adoption  enjoy  the  fruit  of  his  labors,  to  see 
her,  in  his  own  words,  "lead  the  column  in 
the  cause  of  popular  education  and  human 
rights."  His  active  life  as  a  politician  and 
public  spirited  citizen  did  not  prevent  the 
cultivation  of  his  taste  for  literature.  He  is 
well  known  as  a  graceful  writer,  both  in 
prose  and  verse.  A  volume  of  his  poems  has 
been   published.  H. 


ISAAC   SAMS 

IsA.Ac  Sam.s  was  born  in  Bath.  England. 
November  12,  1788,  He  first  taught  in  Eng- 
land in  1813,  but  in  1818,  having  become  fas- 
cinated by  Morris  Birbeck's  account  of  the 
United  States,  he  came  to  Maryland  and  es- 
tablished a  boarding  school,  which  he  con- 
ducted for  seventeen  years,  with  eminent  suc- 
cess. In  1835,  he  removed  to  Brooklyn.  N. 
Y.,  in  order  to  extend  the  field  of  his  exer- 
tions. He  obtained  suitable  buildings  and  is- 
sued   a    prospectus    in    which    he    stated    the 


440 


object  of  his  school  —  to  provide  sound  and 
thorough  instruction  for  yonng  gentlemen. 
The  school  was  filled  the  first  day  with  youths 
belonging  to  the  best  families  of  New  York 
and  Brooklyn.  A  very  successful  beginning 
was  made  and  for  a  short  time  the  school 
was  prosperous.  In  the  midst  of  the  most 
pleasing  prospects  Mr.  Sams  was  taken  sick 
and  his  health  utterly  failed.  He  was  forced 
to  abandon  his  enterprise,  which  promised  the 
grandest  results.  That  he  was  compelled  to 
withdraw  from  his  school  was  no  less  a  mat- 
ter of  regret  to  his  patrons  than  to  himself. 
In  the  short  time  he  had  been  in  Brooklyn 
he  had  become  known  as  an  able  teacher,  and 
his  energies  would  have  been  ta.xed  to  the 
fullest  extent  in  this  more  extended  field  of 
labor.  It  was  doubtless  the  extra  work  he 
took  upon  himself  that  caused  the  failure  of 
his  health. 

He  had  exchanged  his  property  at  Elli- 
cott's  Mills  for  a  tract  of  land  of  i,(MJO  acres 
near  Hillsboro,  Highland  county,  Ohio,  to 
which  he  removed  to  try  to  regain  his  lost 
health.  To  accomplish  this  he  proposed  to 
clear  out  and  bring  into  market  a  portion  of 
his  tract  of  wild  land.  Accordingly  he  started 
for  Hillsboro,  where  he  arrived  on  the  THh  of 
September,  IX-Vj.  He  had  resolved,  much  as 
he  loved  to  work,  not  to  enter  the  school 
room  again  until  his  health  should  be  fully 
restored.  For  the  next  few  days  he  occupied 
himself  on  his  land,  performing  as  well  as  his 
strength  and  health  pcrmittetl,  the  labors  of 
a  pioneer  farmer.  His  reputation  as  a  teacher 
had  preceded  him  and  he  was  often  consulted 
on  educational  matters  by  those  having  them 
in  charge.  He  soon  became  very  much  in- 
terested in  the  common  schools  of  Ohio, 
which  for  ten  years  before  had  been  slowly 
but  gradually  improving.  In  the  year  1888 
they  were  still  very  imperfect.  The  teachers 
were  carelessly  and  superficially  examined, 
and  the  youth  were  loosely  taught.  In  t 
year  above  mentioned  the  legislature  passed  a 
law  for  the  appointment  of  County  Boards  of 
School  Examiners  by  the  Court  of  Common 
Pleas. 

By  virtue  of  this  law  Mr.  Sams  was  ap- 
pointed School  Examiner  and  at  once  a  fi.xed 
method  of  strict  examination  of  applicants 
for  certificates  was  adopted.  By  adhering 
strictly  to  his  rules  he  soon  brought  it  about 
that  Hiifhland  County  had  a  better  qnalilied 
corps  of  teachers  than  any  other  country  in 
southern  Ohio. 

His  examinations  were  a  terror  to  inef- 
ficient and  poorly  qualified  teachers,  but  he 
gave  true  merit  and  good  scholarship  the 
fullest  recognition.  Many  of  the  teachers 
in  that  day  were  possessed  of  but  limited  ac- 
quirements. Certificates  had  often  to  be  given 
to  this  class  or  else  the  schools  would  not 
have  been  supplied  with  teachers.  These  were 
always  admonished  bv  Mr.  Sams  to  make  a 
better  showing  the  ne.xt  time  they  came  be- 
fore the  Board. 

The  good  results  that  accrued  to  the  cause 
of  education  through  Mr.  Sams's  method  of 
examination  cannot  be  over-estimated.  .\\- 
thongh  there   were  generally  two  other  mem- 


bers of  the  Board,  Mr.  Sams  was  Ihc  exam- 
iner. He  did  most  of  the  work,  and  it  always 
was  to  him  "a  labor  of  love."  Complaints 
were  often  made  of  the  strictness  of  his  ex- 
aminations, but  the  results  generally  vindi- 
cated the  wisdom  and  justice  of  his  course. 
He  served  almost  uninterruptedly  as  exam- 
iner for  thirty  years,  and  his  services  are 
gratefuly  remembered  by  all  friends  of  edu- 
cation  in   Highland  county. 

As  early  as  1840,  Mr.  Sams  began  to  agi- 
tate the  question  of  a  County  Society  of 
Teachers,  and  through  his  influence  was 
formed  an  .'\ssociation  of  Teachers  of  High- 
land county,  which  has  continued  in  activity 
and  usefulness  to  the  present  day. 

He  was  also  instrumental  in  having  the 
first  Teachers'  Institute  held  in  this  county, 
in  the  year   1853. 

Mr.  Sams  took  a  deep  interest  in  educa- 
tional matters,  not  only  in  Highland  county, 
but  in  the  entire  State.  While  in  his  early 
years  of  service  as  examiner,  he  addressed  a 
memorial  to  Governor  Corwin  on  the  subject 
of  .school  libraries.  This  was  an  ably  written 
paper  and  was  received  and  favorably  con- 
sidered by  the  authorities  at  the  capital.  A 
few  years  afterward  the  school  library  law 
was  passed,  the  first  suggestion  of  which 
came   from   Mr.  Sams. 

He  was  also  an  active  member  of  the  State 
Association  of  teachers,  and  was  elected  its 
president  for  1851.  The  meeting  of  the  as- 
sociation for  that  year  was  held  at  Columbus, 
December  31st,  1851,  and  January  1st,  1852. 
The  most  important  business  transacted  was 
the  reception  of  the  report  of  the  committee 
previously  appointed,  recommending  the  estab- 
lishment of  an  educational  paper  as  the  organ 
of  the  association.  The  report  was  adopted 
and  Mr.  Sams  took  an  active  part  in  putting 
the  enterprise  on  a  firm  foundation.  Accord- 
ingly in  January,  1852.  was  issued  the  first 
number  of  the  Ohio  Journal  of  Education, 
now  the  Ohio  Educational  Monthly.  He  also 
took  a  prominent  part  in  the  discussion  of 
other  important  questions  brought  before  the 
association    at   that   early    day. 

H.     S.     DOGGETT. 


ANSON    SYMTH 

Anson  Smyth  was  born  at  Franklin,  Pa., 
of  new  England  parents,  prepared  for  college 
at  Milan,  Ohio,  attended  Williams  College, 
was  graduated  from  Yale  Theological  Semi- 
nary, and  became  an  ordained  minister  of  the 
Presbyterian   Church. 

After  some  years  of  service  in  Connecticut 
and  Michigan  he  was  called  to  the  pastorate 
of  the  First  Congregational  Church  at  To- 
ledo, Ohio.  While  serving  the  church  he  be- 
came interested  in  the  educational  affairs  of 
the  city,  and  was  elected  superintendent  of 
public  instruction.  He  accepted  the  position, 
and  for  a  number  of  years  following  he  was 
prominently  identified  with  educational  inter- 
ests. 

In  December.  1855,  Dr.  Smyth  was  called 
bv    the     Executive    Committee    of    the    Ohio 


441 


Teachers'  Association  to  the  editorial  manage- 
ment of  the  Ohio  Journal  of  Education  then 
the  property  of  the  Association.  He  accepted 
the  appointment,  moved  to  Columbus,  and  as- 
sumed his  editorial  duties  with  the  issue  for 
February,  185(5.  That  number  contains  the 
letter  of  Dr.  Hancock,  chairman  of  the  com- 
mittee, notifying  Dr.  Smyth  of  his  appoint- 
ment, and  Dr.  Smyth's  renly.  In  his  letter  of 
acceptance  we  find  him  saying :  —  "It  is  no 
affected  humility  that  prompts  me  to  say  that 
I  have  experienced  many  fears  that  I  should 
not  be  able  to  meet  the  demands  of  the  posi- 
tion to  which  you  call  me.  I  have  feared  that 
many  gentlemen  in  our  association  over-esti- 
mate my  qualifications  for  the  office.  I  have 
feared  that  1  should  forfeit  whatever  of  con- 
fidence may  now  be  reposed  in  me  by  the 
friends  of  education :  for  error  and  weakness 
are  nowhere  so  exposed,  so  apparent,  as  in  the 
editor's  chair.  And  more  seriously  have  1 
feared  lest  those  great  interests  which  should 
be  entrusted  to  my  guardianship  might  suffer 
through  m\  want  of  higher  qualifications. 
The  demands  of  the  position  are  high  an  ' 
sacred :  for  education  is  not  the  cause  of  man 
alone,  but  of  God ;  the  interests  involved  are 
not  such  a  relate  exclusively  to  time,  but  they 
reach  forth  to  the  endless  future ;  and  the 
influences  exerted  will  be  as  enduring  as  the 
immortal    soul." 

Near  the  close  of  his  first  editorial  we  find 
this  :  — "The  four  days  we  have  been  in  Co- 
lumbus have  taken  from  us  about  all  the  ideas 
of  romance  and  poetry  with  which  we  had  ever 
associated  the  office  of  editor."  In  the  same 
editorial  he  asks  correspondents  not  to  sacri- 
fice too  much  to  dignity.  ''A  vein  of  pleas- 
antry running  through  an  article  will  insure 
its  being  read,  and  will  cheer  many  a  teacher 
and  drive  away  many  a  heart-ache."  In  this 
respect  Dr.  Smyth  practiced  what  he  preached. 
A  vein  of  humor  ran  through  nearly  every- 
thing he  wrote,  and  pleasantry  was  a  marke'' 
feature  of  his  public  addresses  as  well  as  his 
private  conversation. 

Having  been  elected  State  Commissioner 
of  Common  Schools.  Dr  Smyth  resigned  the 
editorial  chair  at  the  expiration  of  one  year, 
but  resumed  it  again  for  a  year,  in  1860,  and 
a  year  or  two  later  was  associated  with  Dr. 
E.  E.  White  in  editing  and  publishing  the 
Ohio   Educational   Monthly. 

He  held  the  office  of  Commissioner  for 
six  years.  In  his  two  terms  of  office  Dr. 
Smyth  visited  every  county  in  the  State,  and 
probably  had  a  wider  acquaintance  with  teach- 
ers and  school  officers  than  any  other  man. 
The  school  library  law  was  then  in  force,  and 
much  of  his  time  and  attention  was  devoted 
to  the  selection,  purchase  and  distribution  of 
books,  a  task  at  once  delicate  and  arduous, 
requiring  honesty,  rare  good  judgment,  and 
fine  literary  taste.  The  large  sums  of  money 
involved  were  expended  with  absolute  integ- 
rity, and  the  great  trust  was  executed  with 
the  utmost  fidelity. 

Soon  after  retiring  from  the  Commission- 
er's office,  he  was  elected  (186-3)  to  the  super- 
intendency  of  the  Cleveland  schools,  a  posi- 
tion he  held  for  four  years.     He  was  elected 


for  the  fifth  time,  but  declined  because  of 
harassing  obstacles  thrown  in  his  way  by  those 
opposed  to  his  administration.  Dr.  Smyth's 
strength  as  a  superintendent  did  not  lie  in 
great  familiarity  with  the  details  of  school 
management  and  methods  of  instruction,  but 
ratlier  in  his  moral  and  social  qualities,  his 
knowledge  of  human  nature,  and  his  abound- 
ing common  sense.  He  was  a  man  of  clear 
and  broad  views  on  the  general  subject  of 
education,  a  good  general  organizer,  and  an 
indefatigable  worker.  He  hated  wrong  and 
loved  right,  and  was  outspoken  in  his  denun- 
ciation of  the  former  and  his  defense  of  the 
latter.  He  was  a  kind  and  true  friend,  and  a 
man  of  strong  faith  and  broad  sympathies. 

Dr.  Smyth's  last  four  years  were  years  of 
severe  trial.  Through  unfortunate  business 
ventures,  he  lost  his  property  and  suffered 
grent  financial  embarassment.  But  he  bore  it 
all  and  continued  faithful,  doing  what  he 
could  to  the  end. 

S.\ML'EL    FlNni.EV. 


ROBERT    W.   STEVENSON 

Robert  W.  Stevenson  was  born  on  a  farm 
near  ZanesviUe,  Muskingum  county,  Ohio. 
July  1,  1832.  His  childhood  and  early  life 
were  passed  in  the  valley  of  that  historic 
river  at  whose  mouth  sturdy  New  England 
settlers  had  made  the  beginning  of  Ohio's 
greatness,  in  the  first  settlement  at  Marietta ; 
and  farther  up  whose  waters,  Moravian  sta- 
tions and  Gnadenhutten  are  of  devoted,  he- 
roic, sad,  and  revolting  memory. 


442 


An  Ohio  pioneer  home,  with  the  work  and 
freedom  of  the  farm,  the  wood,  the  field,  the 
companionship  of  streamlet,  bird  and  flower, 
virgin  nature  everywhere  smiling  into  lux- 
uriant growth  and  vegetation  under  the 
strong  hand  of  pioneer  labor,  giving  inspira- 
tion alike  to  'the  physical,  mental,  and  moral 
activities,  a  Scotch  Presbyterian  family  circle, 
from  whose  fireside  altars  arose  those  morn- 
ing and  evening  orisons  which  Burns  in  his 
Cotter's  Saturday  Night  truly  says  were 
"Scenes  from  which  old  Scotia's  grandeur 
springs,  that  makes  her  loved  at  home,  revered 
abroad;"  these  surroundings,  supplemented 
by  school  advantages  and  the  scholarly  aspi- 
rations of  family  and  relatives,  were  with  the 
intellect,  heart,  and  ambition  of  young  Rob- 
ert Wallace  Stevenson,  rich  with  prophetic 
promises  destined  to  a  full  fruition  in  future 
years. 

At  the  conclusion  of  his  college  career 
there  were  schools  ready  to  accept  his  ser- 
vices. He  taught  a  school  in  the  country  for 
seven  months,  meeting  with  success  from  the 
first,  and  at  the  close,  receiving  a  call  he  took 
charge  of  the  schools  at  Dresden.  Ohio,  in  liis 
native  county.  Mr.  Stevenson  remained  at 
Dresden  for  five  years,  from  1855  to  ISCtO. 
He  organized  or  reorganized  the  schools  and 
placed  them  on  a  higher  plane  of  excellence. 
The  character  of  Mr.  Stevenson's  work  at 
Dresden,  his  first  in  the  organization  and 
management  of  a  set  of  schools,  brought  him 
under  the  favorable  notice  of  President  I^orin 
Andrews,  then  of  Kenyon  College,  who  in  an 
accidental  meeting  with  a  committee  from 
Norwalk  in  search  of  a  superintendent,  spoke 
in  such  terms  of  Mr.  Stevenson's  work,  that 
after  a  committee  of  observation  had  confirmed 
all  they  had  heard,  the  board  of  education  of 
Norwalk  elected  him  over  many  older  and  bet- 
ter known  candidates.  Norwalk  had  been  an 
academic  and  educational  center  from  early 
times,  with  such  men  as  Bishops  Thompson 
and  Harris  for  teachers,  and  such  students  as 
General  Hayes.  It  was  among  the  first  to  or- 
ganize its  schools  under  the  graded  system, 
with  Colonel  DcWolfe  at  the  head,  in  the 
early  fifties. 

Under  Mr.  Stevenson's  organizing  hand 
the  Norwalk  schools  held  a  high  rank  among 
the  schools  of  the  State,  and  Norwalk  was 
the  Mecca  of  school-master  pilgrimages  dur- 
ing that  organizing  decade.  His  reception 
of  visitors  on  such  an  errand  may  be  safely 
inferred  by  one  who  knew  the  fine  social  qual- 
ities of  his  nature,  making  friends  and  help- 
ing them. 

In  1871.  Mr.  Stevenson  became  superin- 
tendent of  schools  at  Columbus,  Ohio,  where 
he  continued  until  1889.  In  these  eighteen 
years  the  Columbus  .schools  made  marked 
progress.  They  became  known  as  models  of 
excellence.  The  work  he  did  will  stand  an 
enduring  monument  to  his  memory. 

On  laying  down  his  work  at  Columbus,  he 
accepted  the  superintendency  of  schools  at 
Wichita,  Kansas,  a  position  he  held  for  three 
years.  Though  entering  heartily  into  the 
work    there,    he    longed    for    the    old    associa- 


tions,  and  at   the   end   of   his   third   year    re- 
turned to   his   home  at   Columbus. 

Dr.  Steveii-son  was  prominent  among  the 
educators  of  Ohio,  and  to  some  extent  be- 
yond the  limits  of  the  State,  being  at  the  time 
of  his  death  the  secretary  of  the  National 
Educational    Association. 

W.  W.   Ross. 


ROBERT  W.  STEELE 

Robert  W.  Steele,  for  more  than  thirty 
years  a  member  of  the  board  of  education  of 
Dayton,  was  the  son  of  one  of  the  earliest 
pioneers  of  that  city.  His  father  was  a  man 
of  considerable  prominence  in  the  early  his- 
tory of  that  part  of  the  State,  and  took  a 
deep  interest  in  popular  education  long  before 
the  establishment  of  the  public  school  system. 
His  public  spirit  in  this  and  kindred  matters 
seems  to  have  been  largely  inherited  by  his 
son,  the  subject  of  this  sketch,  who  was  born 
in   Dayton   in  1819. 

Mr.  Steele  watched  with  untiring  care  the 
growth  and  development  of  his  native  city. 

He  prepared  for  college  at  the  Dayton 
.Academy,  and  graduated  from  the  Miami 
University  in  1840.  In  1842,  he  began  his 
long  connection  with  the  public  schools,  by 
acting  as  a  member  and  clerk  of  the  board  of 
managers,  then  appointed  by  the  city  coun- 
cil. For  twelve  years  he  served  as  president 
of  the  board,  permanently  retiring  in   1875. 

In  the  city  of  Dayton  the  name  of  Robert 
Steele  was  associated  in  the  minds  of  the 
people  with  whatever  makes  for  popular  edu- 
cation, for  culture,  for  righteousness.  His 
interest  in  the  city  library  seemed  as  intense 
as  it  could  have  been,  had  the  institution  been 
his  own,  and  at  the  dedication  of  the  elegant 
new  library  building  his  satisfaction  was  com- 
plete. 

When  the  fine  structure  that  stands  for 
free  secondary  education  was  erected  some 
years  ago  on  the  banks  of  the  Miami,  ten  thou- 
sand persons  would  have  gladly  seconded  the 
motion  in  the  Board  of  Education  to  give 
name  to  it.     It  is  the  Steele  High  School. 


CALVIN    E.  STOWE 

Many  unacquainted  with  the  early  educa- 
tional history  of  our  State,  will  wonder  to  see 
the  name  of  C.  E.  Stowe,  whom  they  have  al- 
ways associated  with  the  East,  in  the  list  of 
her  public  school  benefactors.  To  the  pio- 
neers in  the  great  work  no  explanation  will 
be  necessary ;  they  will  remember  him  as  an 
able  champion  in  the  early  days  of  the  battle 
with   ignorance. 

Calvin  E.  Stowe,  or  as  he  is  popularly 
known.  Professor  Stowe,  was  born  at  Natick, 
Mass.,  in  1802.  His  early  history  is  that  of 
many  New  England  boys  —  very  limited 
means,  very  .strong  thirst  for  knowledge,  and 
a  will  which  ultimately  attained  the  goal  of 
his  ambition,  a  college  education.  He  gradu- 
ated at  Bowdoin  College,  Maine,  in  1824.  Af- 
ter having  graduated  from  Andover  in  theol- 
ogy, and  filled  the  chair  of  professor  of  lan- 


443 


guages  in  Dartmouth,  he  accepted,  in  1833. 
the  professorship  of  Biblical  Literature  in 
Lane  Theological  Seminary.  Here  his  con- 
nection with  our  subject  begins. 

He  recognized  at  once  the  great  need  of 
the  West  —  common  schools  —  and  he  set 
himself  to  work  to  advance  their  cause,  in 
common  with  Samuel  Lewis,  Dr.  McGuffey, 
and  other  public  spirited  citizens.  He  visited 
Europe  in  1830,  on  business  connected  with 
the  Seminary,  bearing  with  him  also  an  official 
appointment  by  the  legislature  to  examine 
into  the  system  and  management  of  European 
schools,  particularly  those  of  Prussia. 

On  his  return,  in  1837,  he  submitted  his 
noted  "Report  on  Elementary  Education  in 
Europe."  A  copy  was  sent  to  every  school 
district  in  the  State,  and  it  was  republished 
and  largely  circulated  by  the  legislatures  in 
other  states.  In  it,  thoroughness,  freedom 
from  routine  and  from  slavish  subservience 
to  a  text-book,  were.,  particularly  enjoined  upon 
teachers.  Upon  the  necessity  of  training  or 
normal  schools,  he  delivered  an  able  address 
in  1838,  before  the  State  Educational  Con- 
vention, in  Columbus,  at  which  Governor 
Shannon  presided.  Of  the  Western  College 
of  Teachers,  he  was  an  active  member  con- 
tributing from  time  to  time  valuable  papers 
on  the  subjects  which  came  up  for  discussion. 
In  1850,  he  returned  to  Andover,  Mass..  where 
the  greater  part  of  his  after  years.  He  passed 
the  psalmist's  limit  of  three  score  and  ten. 
H. 

JONH    H.   TALBOT 

John  H.  Talbot  was  born  October  20, 
1800,  near  Winchester,  Frederick  County,  Va. 
With  his  parents  he  emigrated  in  180()  to  the 
Redstone  settlement,  in  Washington  county. 
Pa.,  where  he  resided  till  1810,  when  he  re- 
moved to  Mt.  Pleasant,  Jefferson  county, 
Ohio.  In  1819,  he  descended  the  Ohio  river 
on  a  raft  and  took  up  his  permanent  abode  in 
Cincinnati. 

During  his  residence  in  Pennsylvania  he 
usually  attended  school  one-quarter  each  year. 
His  time  in  school  was  devoted  mainly  to 
spelling  and  arithmetic,  in  which  he  excelled. 
In  Cincinnati  he  served  a  short  apprentice- 
ship to  the  carpenters'  and  joiners'  trade,  at- 
tending a  night  school  taught  by  Cornelius 
King.  At  this  school  he  went  through  Walsh's 
.'\rithmetic  and  studied  trigonometry,  survey- 
ing, and  navigation.  Subsequently  he  was  em- 
ployed as  an  assistant  in  the  school. 

In  1822,  after  having  manufactured  his 
furniture,  he  opened  a  school  of  his  own, 
which  was  largely  attended.  He  gave  instruc- 
tion to  many  youths,  who  in  after  years  occu- 
pied  prominent  positions. 

In  1823,  he  assisted  in  organizing  a  society 
for  the  improvement  and  elevation  of  teach- 
ing as  a  profession,  and  in  1828  in  founding 
the  Ohio  Mechanics'  Institute.  About  the 
same  time  he  took  part  in  the  establishment 
of  the  Academy  of  Fine  Arts  and  the  Acad- 
emy of  Natural  Sciences.  In  all  these  or- 
ganizations Mr.  Talbot  was  an  active  mem- 
ber, serving  as   secretary  or  treasurer.     From 


1820  to  1845,  he  was  an  active  member  of  the 
Academic  Institute,  afterwards  the  Western 
Literary  Institute  and  College  of  Professional 
Teachers. 

Mr.  Talbot  was  the  author  of  an  arith- 
metic, which  the  writer  remembers  as  the 
first  he  studied  after  Warren  Colburn's.  He 
is  not  able  to  state  in  what  year  the  book  was 
first  published.  A  revised,  enlarged,  and  im- 
proved edition  appeared  in  1841.  It  was  again 
copyrighted  in  1845,  with  the  title,  "The  West- 
ern Practical  Arithmetic."  The  copyright  of 
this  book  having  passed  out  of  Mr.  Talbot's 
hands,  in  1843  he  copyrighted  a  new  arith- 
metic called  "The  Scholar's  Guide  to  the 
Science   of   Numbers."  H. 


JACOB    TUCKERMAN 

The  history  of  education  in  Ohio  presents 
no  type  of  professional  teacher  finer  than  that 
which  is  represented  by  the  high-minded, 
scholarly,  unselfish  Jacob  Tuckerman,  who  de- 
voted his  long  life,  with  indefatigable  energy 
and  zeal,  to  the  intellectual  and  moral  train- 
ing of  young  people,  in  the  preparatory  school 
and  the  democratic  college.  His  range  of 
labor  extended  from  the  border  of  Lake  Erie 
to  the  shore  of  the  Ohio  river,  though  the 
field  of  his  most  effective  and  longest  con- 
tinued work  was  the  Western  Reserve,  and 
especially  the  County  of  Ashtabula,  so  cele- 
brated for  its  men  and  women  of  liberal  cul- 
ture and  independent  character.  In  his  own 
section,  and  by  his  multitude  of  appreciative 
and  enthusiastic  friends  and  disciples,  Mr. 
Tuckerman  was  not  inappropriately  regarded 
as  one  of  the  worthiest,  most  accomplished 
and  best-loved  of  the  many  noble  educators 
of  his  day  and  generation.  When,  in  Febru- 
ary,   1897.   he    ceased    from    his    mortal    toils. 


444 


falling  in  the  very  harness  of  school  duty, 
a  local  newspaper,  the  Orwell  News-Letter, 
published  an  obituary  of  the  deceased  veteran, 
beginning  with  the  words :  "Professor  Tuck- 
erman  is  dead.  Ohio's  greatest  educator  has 
heard  his  last  class,  has  received  his  last  re- 
port." 

Jacob  Tuckernian  was  born,  July  31,  1819, 
in  Sterling.  Windham  County,  Connecticut, 
and  was  related  to  the  Boston  Tuckermans 
and  the  Putnams.  whose  ancestors  were  among 
the  early  colonists  of  New  England.  His 
father,  Isaac  Tuckerman,  moved  to  Potsdam, 
New  York,  where  Jacob  attended  the  public 
school.  In  the  year  llS3(!,  the  family  came 
to  Ohio  and  settled  in  Orwell,  in  which  place 
Isaac  Tuckerman  established  a  tannery.  The 
son,  in  his  teens,  worked  in  the  tannery  in 
the  summer,  but  went  to  .•^chool.  and  later, 
taught  school,  in  the  cold  season.  Opportun- 
ities for  study  took  him.  in  1839,  to  Kings- 
ville,  where  becoming  deeply  interested  in 
religion,  he  joined  the  Presbyterian  Church. 
The  ne.\t  year  he  taught  in  Saybrook,  and  in 
184o-()  was  teacher  in  Rome  .Academy,  inter- 
ruDting  his  school  work  bv  intervals  of  labor 
in  the  tanyard.  He  entered  Oberlin  College 
as  a  senior  in  the  Teachers'  Cour.se,  in  1847, 
but  did  not  graduate,  being  obliged  to  come 
home,  on  account  of  his  father's  illness,  in 
the  spring  of  1848.  In  the  winter  term  of 
1848-9,  he  taught  in  Monroe,  Michigan. 

Mr.  Tuckerman  was  married,  April  23, 
1849,  to  Miss  Elizabeth  Ellinwood,  of  Rock 
Creek,  who,  like  himself,  was  of  Revolution- 
ary stock  and  Puritan  lineage.  Mrs,  Tucker- 
man is  a  lady  of  education  and  refinement,  a 
faithful  worker  in  every  good  cause,  and  a 
graceful  writer  in  prose  and  verse.  She  was 
the  inspiration  and  adviser  of  her  husband  in 
his  urofessional  career. 

Soon  after  his  marriage  Professor  Tucker- 
man was  elected  superintendent  of  the  schools 
for  .'\shtabula  County,  .i^n  interesting  report 
of  one  year  of  that  service  is  freely  quoted 
from  in  the  chapter  on  County  Supervision. 
He  held  this  office  two  years,  and  during  his 
administration,  as  we  learn  from  a  memorial 
sketch  by  J.  P.  Treat,  "the  schools  enjoyed  a 
high  degree  of  prosperity.  Their  efficacy  w'as 
increased  and  the  cause  of  popular  education 
was  greatly  advanced.  .  .  ,  Dr.  Tucker- 
man enjoyed  the  distinction  of  having  been 
the  only  county  superintendent  of  schools 
Ohio  has  ever  had." 

In  18o2,  when  Orwell  Academy  was  built, 
he  was  made  principal,  and  there  he  remained 
for  the  following  five  years.  There  were  at 
that  lime  seven  prosperous  academies  in 
.Ashtabula  County.  Profes.sor  Tuckerman  left 
Orwell,  in  the  fall  of  18.57,  to  accept  the  chair 
of  mathematics  in  Farmers'  College,  near  Cin- 
cinnati. Three  years  later,  in  18()0,  he  was 
elected  President  of  the  College,  a  position 
which  he  held  until  18(57,  when  he  resigned, 
and  soon  after  this  he  organized  the  State 
Sunday  School  Union,  in  the  interest  of  which 
he  travelled  for  a  year  or  more,  partly  as  a 
means  of  checking  the  threatened  approach 
of  a  pulmonary  disease.  He  was  a  delegate 
of  the  Ohio  Sunday  School  Association  to  the 


World's  Convention  of  Sunday  School  Work- 
ers in  London,  England. 

He  was  called,  in  18(i8.  to  .Austinburg,  to 
take  charge  of  Grand  River  Institute,  an 
academy  over  which  he  presided  for  aboui 
fourteen  years,  and  which,  under  his  admin- 
istration attained  prosperity  and  a  proud  repu- 
tation. From  Austinburg  he  transferred  his 
valuable  services  to  the  town  of  New  Lyme, 
succeeding  Dr.  D.  J.  H.  Ward  as  principal 
of  the  Institute,  in  1882,  and  this  responsible 
post  he  continued  to  occupy  until  the  date  of 
his  death,  fifteen  years  later. 

From  the  record  here  given  it  appears  that 
Dr.  Tuckerman  devoted  more  than  fifty  years 
of  active  service  to  the  cause  of  education  in 
the  daily  real  work  of  the  recitation  room. 
The  editor  of  the  Ashtabula  Standard  esti- 
mated that  "probably  there  is  not  a  teacher 
in  Ohio  who  has  instructed  so  many  students 
as  have  been  taught  by  Professor  Tuckerman," 
and  add,s  that  "in  Ashtabula  County  he  was 
almost  a  family  name  in  every  household, 
there  being  but  few  families  of  which  some 
members  have  not  at  some  time  been  under 
his  fostering  care."  And  Mr.  J,  A.  Howells, 
(brother  of  the  novelist)  wrote  in  his  news- 
paper. The  Sentinel,  "It  has  been  our  good 
fortune  to  know  Professor  Tuckerman  for 
thirty  years.  He  always  impressed  us  with 
his  earnestness  in  all  he  had  to  do.  What 
he  thought  was  the  right  thing  for  him  to  do 
he  did  with  all  his  might.  The  hundreds,  and 
indeed  we  are  .safe  in  saying,  the  thousands, 
of  men  and  women,  who  are  indebted  to  him 
for  their  start  in  life,  in  the  line  of  education, 
treasure  his  memory  as  a  blessed  heritage." 
Mr.  Tuckerman  was  a  clear  and  impressive 
public  speaker,  a  lucid  and  forcible  writer,  a 
most  agreeable  comrade.  He  treated  with 
genial  aflfability  his  fellow-men  of  whatever 
rank  or  disposition.  Though  firmly  adherent 
to  his  own  convictions  and  line  of  conduct  he 
was  tolerant  of  dissenting  opinions  and  of 
persons  his  opposite  in  habit.  In  politics  he 
was  a  Republican,  in  creed  a  Presbyterian, 
in  sympathy  a  cosmopolitan.  He  belonged  to 
the  Ma.sonic  order  and  had  taken  the  thirty- 
second  degree.  He  was  strongly  anti-slavery 
and  strictly  a  temperance  advocate.  The  hon- 
orary degree  of  A.  M.  was  conferred  upon 
him  by  Oberlin  College,  and  the  degree  of 
Ph.  D.  by  a  Virginia  college. 

This  tribute  to  his  memory,  by  one  who 
knew  and  honored  him,  we  close  by  quoting 
a  passage  from  the  eulogy  of  W.  G.  Richard- 
son, editor  of  the  Andovcr,  (Ohio),  Citizen, 
of  date   February  12,  1897. 

"Whatever  words  might  be  written  to  at- 
test the  sterling  worth  and  the  strong  char- 
acter of  Jacob  Tuckerman,  they  would  be  but 
feeble  expressions  of  his  great  worth.  He  was 
a  teacher  in  the  truest  sense  of  the  term, 
vigorous,  strong,  kind  but  firm,  never  failing 
to  impress  his  personality  on  those  who  came 
under  his  instruction.  He  came  into  close 
touch  and  feeling  with  his  pupils,  and  so 
great  was  his  influence  that  he  almost  became 
a  part  of  their  daily  thought  and  actions. 
Fathers  who  had  given  up  all  hopes  of  in- 
spiring their  sons  to  greater  efiforts  for  higher 


445 


endeavors  have  gone  to  Professor  Titckerinan 
to  enlist  his  aid  and  kindly  guidance  for  their 
children,  and  seldom  did  they  fail  to  find  in 
him  that  source  of  strength  and  power  which, 
when  brought  to  bear  upon  impetuous  youth 
was  an  inspiration  for  good  that  never  de- 
serted them.  Many  men  to-day  middle-aged 
will  say  that  the  turning  point  in  their  lives 
for  usefulness  was  the  day  that  they  first 
became  students  of  this  beloved  teacher." 
Miss  T.  and  W.  H.  V. 


ELI    TODD    TAPPAN 

Eli  Todd  T.\pp.\n  was  born  in  Steubenville, 
Ohio,  April  -30,  1824.  He  was  the  son  of 
Judge  Benjamin  Tappan,  United  States  Sen- 
ator from  1839  to  1845.  Mr.  Tappan's  early 
education  was  obtained  in  the  schools  of  his 
native  town  and  from  tutors  employed  in  his 
father's  family.  His  higher  education  was 
carried  on  at  St.  Mary's  College,  a  Catholic 
institution  located  at  Baltimore.  Maryland. 
This  institution  was  selected  because  it  was 
near  Washington,  where  Senator  Tappan  then 
resided,  and  because  of  the  thoroughness  of 
the  instruction  it  gave,  particularly  in  modern 
languages,  for  which  young  Tappan  had  a 
great  fondness.  He  left  the  college  in  1842, 
before  completing  the  full  course :  but  he 
received  from  it  his  degree  of  A.  M.  in  1860. 
He  began  the  study  of  law  immediately  after 
leaving  college  and  before  he  had  obtained  his 
majority.  He  was  admitted  to  the  bar  in 
184(i.  He  did  not  immediately  enter  upon  the 
practice  of  his  profession,  but  went  to  Co- 
lumbus, where  he  began  the  publication  of  a 
weekly  paper  called  the  "Ohio  Press,"  the 
first  number  of  which  was  issued  January  23, 
1846,  and  the  last,  June  30,  1848.  In  the  last- 
named  year  he  began  the  practice  of  law  in 
Steubenville,  in  which  practice  he  continued 
about  nine  years.  But  before  he  relinquished 
the  law  his  mind  had  begun  to  be  pow;erfully 
attracted  to  the  profession  of  teaching,  in 
which  he  thought  he  saw  the  best  field  in 
which  to  labor  for  the  welfare  of  mankind. 
In  other  words,  he  had  about  made  up  his 
mind  to  abandon  a  calling  which  holds  out  to 
its  followers  prospects  of  wealth  and  high 
honors,  and  give  his  life  to  a  calling  which 
promises  neither  wealth  nor  honors. 

The  first  active  part  Dr.  Tappan  took  in 
educational  work,  of  which  any  record  has 
been  found,  was  the  delivery  of  a  lecture  on 
"Arithmetic,"  in  Steubenville,  February  2, 
1854,  before  a  society  with  the  rather  formid- 
able name  of  the  "Union  Institute  of  Teachers 
and  Friends  of  Education  for  Jefferson  and 
Harrison  Counties."  In  this  and  subsequent 
lectures  he  puts  the  pedagogical  idea  in  the 
chief  place,  and  shows  that  minute  and  keen 
analysis  so  characteristic  of  his  subsequent 
work,  and  a  knowledge  of  the  underlying  prin- 
ciples of  teaching  remarkable  for  a  day  when, 
in  this  country,  the  science  of  methods  had 
scarcely  a  name.  This  association,  of  the  pro- 
ceedings of  which  Dr.  Tappan  has  himself 
left  quite  a  full  record,  kept  up  its  meetings 
■ —  doubtless  with  great  benefit  to  its  member- 


ship—  until  October  3,  1857,  when  its  place 
was  taken  by  another  organization  called  the 
"Normal  Class  of  Teachers  of  the  City 
Schools  of  Steubenville."  Of  this  class,  as 
in  the  previous  association.  Dr.  Tappan  was 
the  teacher  of  arithmetic. 

In  December,  1856,  he  met  for  the  first 
time  with  tlie  Ohio  Teachers'  Association,  at 
Columbus.  He  at  once  took  an  active  part 
in  its  proceedings,  and  his  interest  in  the 
work  of  the  Association  never  waned  to  the 
close  of  his  life.  His  was  always  a  prominent 
figure  among  his  fellow-members,  and  his 
counsels  were  those  of  a  wise,  clear-headed 
thinker. 

He  began  teaching  in  the  fall  of  1857,  in 
the  Steubenville  public  schools,  and  was  for 
a  short  time  their  superintendent.  In  the 
fall  of  1859,  he  was  made  professor  of  mathe- 
matics in  Ohio  University,  at  Athens,  a  posi- 
tion he  filled  for  a  year.  He  left  this  place 
to  teach  mathematics  in  the  Mt.  Auburn 
Young  Ladies'  Institute,  near  Cincinnati, 
where  he  remained  until  1865.  During  this 
time  he  wrote  his  geometry  and  trigonometry 
for  the  Ray  series  of  mathematical  text-books. 

September,  1865,  he  was  again  called  to  the 
professorship  of  mathematics  in  Ohio  Univer- 
sity. This  call  he  accepted,  and  continued  in 
the  position  until  December,  1868. 

The  Board  of  State  School  E.xaminers  was 
established  by  statute  in  1864,  and  School 
Connnissioner.  Dr.  E.  E.  White,  appointed 
Dr.  Tappan  a  member  to  serve  for  the  term 
of  two  years. 

In  1869,  Dr.  Tappan  was  elected  president 
of  Kenyon  College,  which  office  he  continued 
to  fill  until  1875,  at  which  date  he  resigned 
to  take  the  chair  of  mathematics  and  political 
economy  in  the  same  institution.  He  did  not 
close  hjs  connection  with  the  college  until  he 
entered  upon  the  duties  of  the  office  of  State 
Commissioner  of  Common  Schools,  in  1887, 
to  which  office  he  had  been  elected  the  fall 
of  the  previous  year.  As  will  be  seen,  his 
college  work  extended  over  a  period  of  twenty- 
two  years.  But  though  the  labors  of  the  most 
active  period  of  his  life  were  all  in  the  fields 
of  the  higher  education,  his  sympathies  with 
the  work  of  the  common  schools  were  most 
earnest,  and  based  on  thorough  knowledge. 
Probably  no  man  in  the  State  was  better 
acauainted  with  their  condition  and  needs. 
He  also  did  nuich  to  improve  the  teaching 
in  the  conmion  schools  by  his  work  as  county 
examiner  and   institute   instructor. 

Dr.  Tappan  was  president  of  the  Ohio 
Teachers'  Association  in  1866.  Of  the  Na- 
tional Educational  Association,  the  largest  and 
most  influential  organization  of  teachers  in 
the  world,  he  was  treasurer  in  1880  and  1881 ; 
and  in   1883  he  was  made  its  president. 

In  1880  was  established  the  National 
Council,  a  body  of  educators  consisting  at 
that  time  of  fifty-one  members,  selected  from 
the  membership  of  the  National  Educational 
Association.  Dr.  Tappan  was  immediately 
chosen  one  of  the  six  members  from  Ohio. 

The  degree  of  LL.  D.  was  conferred  on 
him  by  Williams  College  in  1873,  and  by 
Washington    and    Jefferson    College,    in    1874. 


446 


In  188(),  he  was  elected  an  honorary  member 
of  the  "Association  for  the  Improvement  of 
Geometrical  Teaching  in  England." 

Dr.  Tappan's  style  as  a  writer  is  plain  and 
direct.  His  object  seems  always  to  have  been 
to  pack  the  most  meaning  into  the  fewest 
words.  He  had  a  high  and  discriminating 
appreciation  of  the  master-pieces  of  literature, 
but  sedulously  avoided  the  use  of  rhetorical 
figures   in   his  own  composition. 

His  was  a  most  reverent  spirit.  Religion 
was  wrought  into  the  very  fiber  of  his  being. 
He  was  for  many  years  a  member  of  the 
Episcopal  Church ;  but  no  one  could  be  less 
a  sectarian,  or  more  broadly  tolerant  of  the 
religious  views  of  others.  His  was  that 
charity  that  sufifereth  and  is  kind.  No  one 
ever  lived  nearer  the  line  of  perfect  rectitude. 

The  transparency  of  his  character  was  such 
as  is  seldom  seen:  and  that  transparency  re- 
vealed a  soul  of  wonderful  strength  and  pur- 
ity. He  was  very  frank  of  speech.  He  never 
left  one  in  doubt  for  a  moment  as  to  what  his 
meaning  was.  He  always  met  the  occasion 
with  perfect  courage.  He  never  lowered  his 
eyes  in  the  presence  of  any  man.  Yet  there 
was  no  boisterousness  and  self-assertion  about 
him.  The  gentle  serenity  of  his  manner  was 
the  unconscious  outgrowth  of  a  manliness 
without  a  flaw. 

John   H.\ncock. 


EMERSON    ELBRIDGE    WHITE 

E.MEK.soN  Ei.HRincE  White  was  a  native 
of  Ohio,  and  that  State  claims  him  as  one  of 
her  representative  men.  Like  many  sons  of 
the  Buckeye  State,  he  extended  his  influence 
and  his  scope  of  action  to  other  states,  and 
took  part  in  the  cultural  affairs  of  the  nation. 
A  clear  and  forcible  speaker,  an  expert  in 
ready  debate,  an  admirable  institute  lecturer, 
a  painstaking,  cogent  and  suggestive  writer  of 
professional  books,  he  impressed  his  convic- 
tions upon  thousands  of  minds  and  gave 
guidance  and  inspiration  to  teachers  through- 
out the  length  and  breadth  of  the  United 
States.  He  was  an  aggressive,  forward 
marching  man,  yet  never  rash,  seldom  ex- 
treme. —  characteristically  conservative, 
though  a  reformer.  Courageous,  conscien- 
tious, indefatigable,  he  was  sometimes  charged 
with  being  dogmatic,  never  accused  of  insin- 
cerity. Holding  firmly  to  his  principles,  he 
persevered  in  whatever  he  undertook  to  ac- 
complish. His  industry  was  prodigious,  his 
will  resolute,  his  intellect  clear,  his  moral 
purpose  unwavering,  therefore  his  steady  pro- 
gress in  the  enterprises  to  which  he  devoted 
his  life  was  inevitable.  We  may  confidently 
point  to  him  as  one  who  achieved  success,  not 
merely  in  the  worldly  sense  of  the  word,  but 
in    its   loftier   and   more   ideal    signification. 

A  brief  sketch  of  his  life  and  services  to 
education,  will  enable  us  to  realize  how  busy, 
and  how  worthy  of  eulogy  this  eminent  char- 
acter proved   himself. 

Emerson  Elbridge  White  was  born  in  the 
village  of  Mantua,  Portage  county,  Ohio,  Jan- 
uary  10,   1829.     He  spent  his  childhood  on  a 


farm,  and  received  the  elements  of  learning  in 
country  schools,  in  which,  also,  he  began  to 
teach  at  the  early  age  of  seventeen.  For  one 
year  he  was  both  student  and  instructor  in 
Twinsburg  Academy,  and  then  he  was  called 
to  the  principalship  of  Mt.  Union  Academy. 
In  the  following  year  he  entered  Cleveland 
University,  pursued  collegiate  studies  and  did 
extra  work  as  assistant  professor  of  mathe- 
matics. From  the  university  he  was  called  to 
act  as  substitute  principal  of  one  of  the  Cleve- 
land public  schools,  in  which  he  acquitted 
himself  so  well  that  he  was  soon  appointed 
to  take  regular  charge  of  a  new  city  grammai 
school.  After  serving  four  years  as  head  of 
the  grammar  school,  he  was  promoted  to  the 
principalship  of  the  Cleveland  Central  High 
School.  In  1850  he  resigned  his  position  in 
order  to  accept  the  superintendency  of  the 
schools  of  Portsmouth,  Ohio,  where  he  re- 
mained until  18()I,  when  he  removed  to  Co- 
lumbus, Ohio. 

He  was  now  in  the  prime  of  his  younr 
manhood,  about  thirty-two  years  of  age,  and 
thoroughly  prepared  by  a  varied  and  distin- 
guished experience  as  teacher  and  superin- 
tendent in  schools  of  different  grade,  in  rural 
district,  in  village  and  in  city,  for  entering 
upon  the  responsible  duties  of  educational 
journalism.  He  purchased  the  Ohio  Educa- 
tional Monthly,  of  which  well  established  and 
influential  magazine  he  retained  the  pro- 
prietorship  until    1875. 

During  the  nearly  fifteen  years  in  which  he 
conducted  the  "Monthly,"  his  energies  w"' 
not  wholly  engrossed  by  editorial  tasks.  He 
found  time  for  much  other  work.  Indeed, 
the  three  years,  1863-1866,  were  mainly  ab- 
sorbed in  the  discharge  of  laborious  duties  as 
State  School  Commissioner.  To  his  exertions 
are  due.  in  large  measure,  the  firm  establish- 
ment of  teachers'  institutes  in  Ohio ;  the 
founding  of  the  State  Examination  Board,  the 
codifying  of  the  School  Laws,  and  the  agita- 
tion of  the  subject  of  State   Normal   Schools. 

In  1876  Mr.  White  was  called  to  the  pres- 
idency of  Purdue  University,  Lafayette,  In- 
diana. The  seven  years  that  he  gave  to  the 
building  up  of  a  great  institution  devoted  to 
agricultural  and  mechanical  education,  are  to 
be  counted  as  specially  fruitful  of  the  results 
he  desired  to  attain.  It  is  not  too  much  to 
say  that  Dr.  White  placed  upon  an  enduring 
basis,  one  of  the  first,  if  not  the  first  of  the 
successful  "land  grant"  universities  of  the 
country. 

In  1883  Dr.  White  resigned  the  presidency 
of  Purdue  and  removed  to  Cincinnati,  where, 
for  a  few  years,  he  was  busily  engaged  in  the 
preparation  of  his  mathematical  and  other 
text-books  and  in  general  literary  work.  He 
was  elected  Superintendent  (>f  the  Public 
Schools  of  Cincinnati,  entering  upon  the  du- 
ties of  the  office  August  16.  1887.  His  ad- 
ministration covered  a  period  of  three  years, 
and  was  crowded  with  efficient  work  in  sev- 
eral lines.  Considerable  revision  was  made 
in  the  Course  of  Study.  Technical  grammar 
was  entirely  omitted  from  the  district  grades 
of  the  schools,  a  new  system  of  "graded  ob- 
servation les.sons"  was   devised,  together  with 


447 


an  elaborate  course  in  "Manners  and  Morals," 
and  changes  were  introduced  in  modes  of 
teaching.  By  far  the  most  signilicant  and 
radical  alteration  effected  in  the  Cincinnati 
schools  was  a  total  reform  in  the  mode  of  de- 
termining the  standings  of  pupils  in  scholar- 
ship and  of  promoting  them  from  grade  to 
grade.  The  superintendent  depended  wholly 
upon  teachers'  estimates  as  the  basis  of  clas- 
sifying pupils.  The  Report  of  1887  states  that 
"the  written  test  is  no  longer  made  the  basis 
for  the  promotion  of  pupils,  and  no  longer 
occurs  at  stated  times,  but  is  continued  as  an 
element  of  teaching  where  its  uses  are  many 
and   important.'' 

In  the  period  of  Dr.  White's  administra- 
tion, a  law  was  passed  making  it  the  duty  of 
the  superintendent  to  appoint  all  teachers  in 
the  city  schools,  with  the  consent  of  the 
Board.  As  a  rule  old  teachers  were  re-ap- 
pointed, though  some  were  dropped,  and  a 
few  were  quietly  moved  for  cause.  Discuss- 
ing the  subject  the  superintendent  said.  "The 
fact  has  too  often  been  overlooked,  that  the 
possession  of  a  position  by  a  teacher,  is  of 
itself  a  claim  to  re-appointment,  if  there  be 
no  good  reason  against  it.  But  neither  pos- 
session nor  length  of  service  can  be  urged  as 
a  claim  in  the  face  of  inefficiency  or  incom- 
petency, or  moral  unworthiness." 

Dr.  White  devoted  his  energy,  with  vigi- 
lance, to  the  task  of  visiting  schools,  and  es- 
pecially, to  the  systematic  instruction  of  teach- 
ers on  all  possible  occasions.  Without  excel- 
lent teachers,  no  great  results  can  be  expected 
from  any  school,  primary  or  advanced.  So 
va.st  did  Dr.  White  find  the  field  of  his  labnrs, 
and  so  various  the  demands  upon  his  time 
and  strength,  that  in  his  Report  for  1888,  he 
declares,  "No  one  man  can  fully  perform  the 
duties  now  imposed  upon  the  Superintendent 
of  the  Schools  of  this  city."  He  recom- 
mended that  at  least  two  assistants  be  ap- 
pointed, a  suggestion  which  was  acted  upon 
several  years  later,  when  Dr.  R.  G.  Boone  be- 
came superintendent. 

In  1891,  Dr.  White  returned  to  his  old 
home  in  Columbus,  where  he  continued  to 
reside  until  the  end  of  his  life.  In  this  last 
decade  of  his  ever  active  career,  he  was  no 
less  energetic  than  in  his  earlier  years.  He 
applied  himself  diligently  to  exacting  labors, 
public  and  private,  traveled,  lectured,  and 
wrote,  and  looked  after  the  details  of  much 
personal    business. 

Emerson  Elbridge  White  was  of  stalwart 
stature.  One  of  his  ancestors  was  a  member 
of  the  Long  Parliament.  He  was  a  direct 
descendant  of  Captain  Thomas  White,  who 
migrated  from  England  to  America  in  lfi3'2, 
and  settled  in  Weymouth.  Massachusetts. 
Dr.  White's  father,  Jonas  White,  was  one  of 
many  New  Englanders  who  sought  fortune 
on  the  Western   Reserve. 

W.   H.  Venable. 


MILO   G.   WILLIAMS 

MiLo  G.  Williams  was  born  in  Cincinnati 
April    10,   1804.     His  parents   were  natives   of 


New  Jersey.  His  father,  Jacob  Williams, 
came  West  in  17.95,  and  settled  in  Cincinnati. 
In  1814,  he  retired  from  business,  and  re- 
moved to  the  country.  His  farm  formed  what 
is  now  a  part  of  the  city  known  as  Camp 
Washington.     He  died  in  Cincinnati,   in  1840. 

Mr.  Williams  commenced  his  pedagogical 
career  in  182U,  and  ended  it  in  1870,  including 
a  period  of  fifty  years.  His  early  education 
was  limited  to  the  merest  elements  of  learn- 
ing. His  first  es.say  as  a  teacher  was  in  the 
charge  of  the  village  school  in  which  he  had 
occasionally  been  a  pupil.  In  this  humble 
school,  he  recognized  the  beginning  of  a  deep 
interest  in  the  education  of  the  young,  the 
necessity  of  a  practical  education  among  all 
classes  of  our  citizens ;  and  here  also  he  was 
led  to  the  knowledge  of  his  deficiencies,  and 
the  necessity  of  his  own  improvement  before 
he   could   become  a   successful   instructor. 

In  his  nineteenth  year,  Mr.  Williams 
opened  a  private  school  in  Cincinnati.  Pupils 
came  in  gradually,  and  at  the  openii'g  oi  the 
second  vear  he  needed  more  room.  In  a  few 
years,  he  went  to  other  rooms  where  he  could 
have  assistant  teachers.  He  graded  his  classes 
and  organized  four  departments.  The  study 
of  constitutionai  law  was  successfully  intro- 
duced into  this  school. 

In  1833,  Mr.  Williams  accepted  the  gen- 
eral Supervision  of  a  manual  labor  institution, 
established  at  Dayton.  The  question  of  con- 
necting manual  labor  with  literary  institutions 
had  been  before  the  people  for  several  years, 
and  some  of  the  best  educators  regarded  it 
with  favor.  But  the  experience  ^f  a  few  years 
showed  that  the  .system  was  not  well  adapted 
to  the  wants  of  our  country,  and  could  not  be 
employed  successfully. 

The  Dayton  school  was  closed  at  the  end 
of  the  second  year,  and  Mr.  Williams  ac- 
cepted the  situation  as  prir.cipal  of  the  Spring- 
field High  School,  then  about  to  go  into 
operation  under  the  management  of  a  board 
of  trustees.  The  several  departments  were 
placed  under  able  teachers,  and  it  continued 
under  this  organization  till  1840,  when  the 
property  passed  into  the  hands  of  the  Metho- 
dist Episcopal  Church. 

Mr.  Williams,  from  1829  to  1852,  was  ac- 
tivelj'  engaged  in  promoting  the  cause  of  edu- 
cation. In  1829  he  assisted  in  organizing 
"The  Western  Literary  Institute  and  Board 
of  Education."  which  afterwards  became, 
through  his  persistent  effort,  "The  Western 
Literary  Institute  and  College  of  Professional 
Teachers."  He  was  for  ten  years  correspond- 
ing secretary  of  this  association  and  took  an 
active  part  in  all  its  proceedings.  He  was 
prominent  in  the  series  of  educational  con- 
ventions, held  in  Columbus,  beginning  in  1830. 
In  the  convention  of  1838  he  made  a  report 
on  the  diversity  of  text-books,  in  which  he 
opposed  state  uniformity,  and  a  report  on 
normal  schools  in  which  he  recommended  the 
establishment  of  one  in  each  Congressional 
district.  He  was  an  active  member  of  the 
State  Teachers'  Association  luvil  1852.  when 
his  duties  at  the  Urbana  University  made 
regular   attendance   impracticable.  H. 


448 


WILLIAM    GEORGE    WILLIAMS 

The  subject  of  this  skclcli  was  born  in 
Cliillicothe,  Ohio,  February  -Joth,  18-i2.  His 
parents,  Samuel  Williams  and  Margaret 
Troutner,  were  pioneers  of  the  State.  In  18'Ji) 
the  family  moved  to  Cincinnati,  and  Will- 
iam was  put  in  school  under  John  L.  Talbot, 
author  of  a  well-known  arithmetic.  In  lKi4- 
'f!.")-'8ti,  he  attended  Woodward  College.  In 
li'<;i7-f'  he  was  as-ist;int  to  a  deputy  surveyor 
in  Indiana.  In  the  fall  of  the  same  year,  he 
re-entered  Woodward  College,  now  Wood- 
ward High  School,  where  he  took  a  full 
classical  course  and  was  graduated  Bachelor 
of  Arts  in  the  year  1844.  In  September  of 
the  same  year,  he  was  elected  Principal  of  the 
Preparatory  Department  of  the  Ohio  Wes- 
leyan  University,  and  in  Novendicr  following 
b.clped  to  organize  the  first  clas.-es.  In  1847 
he  was  elected  adjunct  professor  of  .Vncient 
Languages.  In  18.')0,  full  professor.  In 
18(>4,  his  chair  was  divided,  and  he  became 
professor  of  Greek  Language  and  Literature, 
which  position  he  held  until  his  death.  In 
1872,  he  was  made  acting  professor  of  Bibli- 
cal Theology  on  the  Chrisman  Foundation. 
In  180(i-7  he  was  Dean  and  -"Xcting  President. 
In  184.5  he  was  secretary  of  the  Board  of 
Trustees.  In  18.50  he  was  re-elected,  and  re- 
tained the  position  until  his  death.  In  1872 
he  was  elected  secretary  of  the  Central  Ohio 
Conference,  and  for  twenty-five  successive 
years,  was  reelected  to  the  same  position.  In 
18ii8  he  represented  his  Conference  in  the 
General  Conference  of  the  Methodist  Episco- 
pal Church  held  in  Chicago. 

.Any  full  or  fair  expression  of  Dr.  Will- 
iams's life,  services,  and  influence  can  not  be 
attempted  here.  That  would  require  an  ac- 
quaintance, a  study,  a  power  of  analysis  and 
delineation,  ta.xing  the  best  abilities  of  those 
who  have  known  him  longest  and  most  inti- 
mately. His  great  qualities  of  mind  and 
heart,  and  his  power  of  impressing  others, 
were  all  so  simple,  shrinking,  ,so  undemon- 
strative and  unostentatious  that  they  are  much 
more  easily  felt  in  personal  contact  than 
voiced  in  words.  His  character  was  so  sym- 
metrical and  his  work  so  substantial,  his  in- 
fluence so  subtle,  spiritual,  pervasive  and  irre- 
sistible that  any  attempted  jjrescntation  in 
statement  or  by  comparison  or  illustration 
must  fall  far  below  any  proper  recognition. 
All  his  colleagues,  the  many  students  that 
have  come  under  his  searching  eye  and  mold- 
ing hand,  and  felt  the  spell  of  his  presence 
and  power,  and  all  his  intimate  personal 
friends,  well  know  the  difficult  task  to  which 
I  allude.  His  was  a  character  and  an  indi- 
viduality such  as  few  men  possess.  Other 
lives  doubtless,  in  a  measure  entered  into  his, 
consciously  or  unconsciously  to  himself,  but 
his  acquisitions,  his  mental  processes,  his 
judgment  and  conclusions,  his  presentation 
and  enforcement  of  opinions,  and  his  very 
presence,  magnetic,  inspiring,  and  command- 
ing, all  bore  the  stamp  of  originality,  of  a 
strong,  self-poised  character.  In  the  begin- 
ning of  his  professional  activity  he  seemed  to 
have  reached  maturity  in  the  discipline  of  his 


faculties,  if  not  in  the  fullness  of  his  acqui- 
sitions ;  but  in  all  the  many  years  of  his  his- 
tory he  added  strength  to  strength  and  knowl- 
edge to  knowledge.  H"  ever  seemed  to  il- 
lustrate what  may  be  termed  an  increasingly 
richer   ripeness. 

Let  us  study  him.  in  as  few  words  as  pos- 
sible, in  two  or  three  relations.  First,  as  a 
student  and  scholar.  In  early  life  he  became 
fond  of  books.  His  father,  a  man  of  stal- 
wart character  and  unusual  reading  and  intel- 
ligence, supplied  his  family  with  library  priv- 
ileges, superior  for  the  times.  William  read 
with  zest,  with  avidity,  with  a  determination 
to  know.  He  read  solid,  substantial  books, 
such  as  too  many  young  people  fail  to  read 
now.  When  he  came  to  his  Commencement 
day  his  mind  was  stored  with  various  knowl- 
edge, and  he  was  intelligent  far  beyond  the 
average  college  graduate  of  that  day  or  this. 
In  all  his  years  he  has  surprised  and  charmed 
those  who  have  conversed  with  him,  with  the 
richness,  variety  and  exactness  of  his  infor- 
mation. It  was  difficult  to  touch  upon  any 
subject  with  which  he  did  not  seem  to  have 
the  acquaintance  of  a  specialist.  Other  nieni 
could  be  named  who  have  read  as  widely, 
though  they  are  few,  but  it  would  be  difficult: 
to  name  those  who  have  digested  and  retained 
so  well.  His  talents,  his  faculties,  well  dis- 
ciplined by  study,  his  habits  of  reflection, 
examination  and  of  challenging  the  correct- 
ness of  what  he  read,  explain  his  success. 

His  scholarship  was  of  that  cast  that  can 
come  only  from  the  most  painstaking,  patient, 
persistent  and  exacting  inental  processes. 
Every  lesson  learned,  every  subject  investi- 
gated or  treated,  received  the  closest  scrutiny. 
No  mere  outline  knowledge,  no  mere  surface 
acquaintance  with  a  subject  was  to  be 
thought  of.  The  smallest  minutice  were 
worthy  of  the  fullest  attention.  The  measure 
of  application  and  industry  required  was  not 
to  be  considered. 

These  facts  concerning  his  habits  of  study 
account  both  for  the  breadth  and  degree  of 
his  scholarship.  That  scholarship  was,  in  its 
accuracy  and  exactness,  such  as  would  have 
honored  any  University  in  tlie  world.  Iir 
mathematics,  history  and  literature,  as  well 
as  in  the  ancient  and  modern  languages,  he 
has  been  a  systematic  student,  and  attained 
scientific  knowledge.  I  have  known  him  to 
teach  throughout  the  term,  in  daily  recitation, 
four  dififerent  languages;  Latin,  Greek,  He- 
brew and  German  in  four  successive  hours. 

The  elements  of  his  scholarship  were  ac- 
curacy, a  mastery  of  both  principles  and  de- 
tails, and  philosophic  insight.  Many  a  stu- 
dent has  come  to  his  classes  thinking  Gram- 
mar, Greek,  Latin  or  English,  was  a  mere 
jumble  of  arbitrary  rules,  but  has  soon 
learned  that  Grammar  is  a  science  and  that 
syntax  has  a  philosophy  of  great  beauty  and 
significance.  Under  his  guidance,  Greek  para- 
digiiLS  and  rules  of  syntax  were  not  mere 
forms,  but  veritable  windows  through  which 
we  behold  human  thought  enthroned  as  the 
soul  of  language.  No  professor  ever  pos- 
sessed more  completely  the  confidence  of  .stu- 


449 


dents  as  to  his  mastery  of  what  he  undertook 
to  teach. 

A  member  of  the  class  of  18G1,  in  presid- 
ing over  a  banquet  sriven  a  few  years  ago  in 
Dr.  Williams's  and  President  Bashford's 
honor,  said  in  introducing  the  former,  that  he 
had  always  had  a  feeling  that  Professor  Will- 
iams had  invented  the  Greek  language.  A 
like  impression  as  to  his  perfect  acquaintance 
with  it,  has  entered  into  the  thought  of  the 
niany  thousands  that  have  received  his  instruc- 
tion. 

As  a  teacher,  he  has  a  unique  place  in 
many  particulars.  In  the  length  of  his  service 
his  history  as  a  teacher  is  identical  with  the 
history  of  the  University.  He  was  present, 
and  helped  to  organize  the  lirst  classes,  in 
1844.  For  over  fifty-seven  years  he  has  stood 
in  the  same  roof  and  literally  given  his  life  to 
three  generations  of  young  people,  as  he  had 
in  his  classes  the  grandsons  of  his  earlier  stu- 
dents. In  this  long  service  he  has  had  no 
sabbatic  year,  and,  so  far  as  I  know,  has  never 
been  absent  a  single  full  term.  His  profes- 
sorial work  has  always  been  especially  char- 
acterized by  intensity.  Always  alert,  nervous, 
energetic,  and  all  absorbed  in  the  lesson  of 
the  day,  he  made  prominent  not  only  the 
central  thought,  but  compelled  recognition  of 
the  smallest  and  most  in  ignificant  particulars. 
The  attention  of  the  pupils  dare  not  lag,  and 
it  was  perilous  to  be  indifferent.  This  in- 
tensity never  failed  him. 

Another  feature  was  his  intellectual  clear- 
ness. His  own  preparation  always  made  him 
completely  luaster  of  the  discussion.  There 
was  no  defect  in  his  knowledge  or  vision.  His 
power  of  expression,  of  presentation,  and  of 
illustration  left  nothing  more  to  be  said,  yet 
the  student  always  felt  he  had  a  large  reserve 
of  knowledge  and   force. 

In  trying  to  place  an  estimate  upon  Pro- 
fessor Williams's  service  and  successes  as  a 
teacher,  much  emphasis  should  be  given  to  his 
work  in  Teachers'  Institutes.  For  twenty 
years  he  spent  from  one  to  two  months  each 
summer  in  lecturing  before  them.  Each  year 
he  addressed  from  five  hundred  to  one  thou- 
sand of  the  teachers  of  the  State.  His  lec- 
tures were  upon  the  English  language  and  lit- 
erature, upon  a  number  of  the  great  authors, 
and  especially  upon  the  philosophy  of  English 
grammar.  It  was  conceded  by  the  leadi 
educators  of  the  state  that  the  field  of  his  dis- 
cussions had  never  been  so  completely  culti- 
vated before.  His  exhaustive  treatment  of 
the  structure  of  our  language,  his  great  learn- 
ing, his  cultured  bearing,  choice  spirit  and 
winning  ways,  greatly  impressed  these  thou- 
sands of  teachers.  Most  of  them  reproduced 
before  their  own  pupils  in  no  inconsiderable 
degree  what  they  had  received  from  him.  He 
greatly  elevated  the  standard  of  instruction, 
and  thus  most  favorably  influenced  the  public 
schools  of  our  commonwealth. 

For  a  number  of  years  he  was  a  member 
of  the  State  Board  of  Examiners.  He  was 
always  profoundly  interested  in  the  sessioiv^ 
of  the    State   Teachers'    A.ssociation,   and   was 


always,  when  possible,  in  attendance,  and 
never  found  more  congenial  companionship 
than  among  its   members. 

"Leave  we  the   unlettered   plain   its   herd  and 
crop; 
Seek   we   sepulture 
On  soiue  tall  mountain  citicd  to  the  top 

Crowded  with   culture. 
Here's  the  top  peak,  the   multitude  below 

Live,   for  what  they  can  there : 
This  man    decided   not    to   live  but  know, 

Bury   this   man   there! 
Lofty   designs  must  close   in   like   effects ; 

Loftily  lying 
Leave    him    still    loftier   than    the    w^orld    sus- 
pects 
Living   and   dying." 

WiLi.i.VM   F.   Whitlock. 


SAMUEL  T.  WORCESTER 

Samuel  T.  Worce.ster  was  born  in  Hollis, 
N.  H.,  August  30,  1804.  He  entered  Harvard 
College  in  1S2(>.  and  graduated  in  1830,  in  the 
class  of  which  Charles  Sumner  was  a  metnber. 
After  leaving  college  he  taught  a  little  more 
than  a  year  at  Weymouth,  ^lass.,  and  after- 
wards, for  nearly  a  year,  conducted  a  private 
academy  at  Cambridge.  He  then  began  to 
study  law  at  Hollis.  and  continued  the  study 
at  the  Harvard  Law  School.  In  the  spring  of 
1834  he  removed  to  Norwalk,  Ohio,  where, 
after  residing  the  legal  time,  one  year,  he  was 
admitted   to  the  bar,  in   183o. 

Mr.  Worcester  remained  a  citizen  of  Nor- 
walk until  1867,  when  he  returned  to  New 
England  to  engage  in  the  settlement  of  the 
estate  of  his  deceased  brother,  Joseph  E. 
Worcester,  the  Lexicographer. 

During  his  residence  in  Norwalk,  he  took 
an  active  interest  in  the  efforts  to  improve  the 
coiidition  of  the  schools  in  that  place  and 
vicinity.  In  conseciuence  of  his  known  desire 
to  have  the  school  laws  of  the  State  made 
more  efficient  he  was  elected  Senator  in  1848. 
Upon  the  meeting  of  the  General  Assembly 
in  December  of  that  year,  he  was  appointed 
chairman  of  the  Senate  committee  on  com- 
mon schools.  He  drafted  the  bill,  which  af- 
terward became  a  law,  February  22,  1849. 
and  which  was  not  repealed  until  the  passage 
oi  the  codified  .school  law  of  May  1,  1873. 
This  bill  was  an  improvement  upon  the  Akron 
law  of  1847  in  relieving  boards  of  education 
from  any  dependence  upon  the  action  of  town 
or  city  councils.  The  bill  passed  the  Senate 
without  amendment  and  without  opposition. 
It  also  passed  the  House  without  amendment 
and  without  serious  opposition,  although  some 
of  the  members  had  a  doubt  as  to  the  consti- 
tutional right  of  the  voters  of  a  town  or  city 
to  tax  the  people  for  the  support  of  educa- 
tion. The  next  winter  Mr.  Worcester  re- 
ported some  amendment  to  this  law,  and  also 
to  the  Akron  law,  to  enable  cities  and  towns 
that  had  adopted  the  litter  to  adopt  the  law 
of  1849.  H. 


450 


CHAPTER  XXXII 


BIOGRAPHICAL   SKETCHES   (4) 


BIOGRAPHICAL   SKETCHES   (4) 


JAMES    J.    BURNS 


If  the  writer  were  left  free  to  be  guided  by 
his  own  taste  the  following  sketch  would  not 
be  written. 

As  he  has  no  one  whom  he  could  ask  to 
absent  himself  from  felicity  a  while  to  tell  the 
story,   he   nnist   tell    it   himself. 

His  father  was  John  Kurns.  D.  D.,  a  minis- 
ter for  over  fifty  years  in  the  Methodist  Prot- 
estant Church,  a  man  who  shared  in  all  the 
honors  his  church  had  to  bestow ;  his  mother, 
Mary  Jewett  Pearson  Burns,  a  woman  of  com- 


petent .scholarship  and  most  devout  religious 
belief,  who  died  ere  she  had  numbered  forty- 
nine   years. 

His  first,  also  bis  last,  school  going  in  the 
blissful  capacity  of  a  pupil,  was  done  in  Sten- 
benville,  Ohio.  His  hardest  lessons,  even  from 
books,  were  learned  in  the  two  and  one-fourth 
score  years  following,  though  in  the  high  school 
of  the  city  named,  algebra,  Latin,  geometry 
and  Greek  formed  a  very  sul)stantial  and  ex- 
ceedingly regular  diet.     For  his  teachers  there, 


453 


AVarreii  J.  Sage  and  Joseph  Bucliaiiaii,  he  ha 
fek  a  life  long  appreciation.     The  example  of 
some  brilliant   class-mates  served  him   a  good 
.turn. 

His  first  school  teaching  was  practiced  in 
the  siinmier  of  1857  upon  the  school  youth  of 
the  village  of  Tiltonvillc,  which  stood  and  he 
hopes  still  stands  on  the  bank  of  the  Ohio  a 
few  miles  above  Wheeling.  He  does  not  know 
why  the  directors  wished  him  to  continue  in 
their  service,  but  he  accompanied  his  father  to 
Natchez,  Mississippi,  in  November,  and  i"  Jin- 
uary,  '58,  was  in.stalled  as  principal  of  the 
academy  at  Union  Church,  Jefferson  County, 
with  pupils  ranging  from  the  Latin  first  reader 
to  INIcGuffey's  first  reader.  The  State  fur- 
nished a  part  of  the  "hire  and  salary,"  and 
this  was  credited  upon  each  patron's  bill  in 
proportion  to  the  amount  of  attendance  —  a 
more  excellent  way  than  was  in  vogue  else- 
where. 

It  was  a  pleasant  life,  and  better  people 
he  never  served:  but,  desiring  to  study  law, 
at  the  end  of  the  year,  with  probably  five- 
•sixths  of  his  salary,  including  twentv  double 
eagles  about  his  person,  he  went  back  to  Nat- 
chez and  began  reading  in  a  law  ofiice. 

In  a  few  weeks  a  situation  was  offered  him 
to  teach  in  the  city  public  schools,  the  Natchox 
Institute.  In  this  city  he  married  Miss  Kate 
E.  Lyle,  and  they  walked  together  life's  com- 
mon way  for  over  two-score  ycjirs.  Three 
children  survive  their  mother.  They  spent  one 
year  on  the  eastern  shore  of  the  Chesapeake 
Bay,  Mr.  Burns  teaching  the  New  Market 
Academy,  the  trustees  having  doubled  the  usual 
bonus  from  a  fund  furnished  by  the  State. 

After  returning  to  Ohio,  the  first  position 
TMr.  Burns  filled  was  that  of  i)rincipal  of  the 
schools  of  Washington,  Guernsey  county,  for 
four  years.  At  the  institutes  of  this  countv 
he  made  the  acquaintance  of  Messrs  Harvcv. 
Norri.s,  Henkle,  White,  Kidd,  Andrews,  Ste- 
venson, and  others,  and  met  a'>:ain  Dr.  Tappan. 
who  was  president  of  the  Steubenville  board  of 
education  when  he  was  at  school  there. 

Nine  years  of  service  at  St.  Clairsville,  Bel- 
mom  county,  at  a  salary  of  $1,500  in  a  town 
of  about  eleven  hundred  people,  was  followed 
ty  bis  election  as  State  Commissioner  of  Com- 
mon Schools.  His  life,  during  his  term  of 
office  was  busy  and  happy,  and  that's  the  main 
•thing.  Recollections  of  the  kind  deeds  and 
words  of  approval  make  a  bouquet  which  still 
■"smells  sweet  and  blossoms." 

While  still  in  Washington,  he  had  been 
admitted  to  the  bar,  and  the  same  year,  1807, 
received  a  State  certificate  countersigned  bv 
John  A.  Norris.  Of  the  seven  men  who  took 
their  degree  together  those  warm  July  days, 
three  have  gone  away. 

.After  his  term  of  office  as  Conmiissioner  of 
Schools,  he  was  one  year  in  the  Chillicothe 
High  School,  two  years  Superintendent  at  Lan- 
ca.ster,  four  years  at  Dayton,  seven  years  at 
Canton,  three  years  at  Defiance.  These,  like 
the  others,  seen  in  retrospect,  were  delightful 
places  for  a  home.  "Bliss  was  it  to  be  alive, 
and  to  be  young  was  very  heaven." 


If  one  single  sclf-gratulation  be  in  place, 
he  has  been  a  diligent,  though  somewhat  de- 
sultory student. 

For  some  years  a  large  part  of  his  energy 
has  been  devoted  to  the  Ohio  Teachers'  Read- 
ing Circle.  He  has  contributed  a  little  to  the 
"making  of  many  books,"  of  whicii  "there  is 
no  end." 


PROF.  CHAS.  ALEXANDER  ARMSTRONG 

A  most  successful  educator  of  Canton, 
Ohio,  was  born  in  Wheeling,  West  Virginia, 
in  18(J5,  his  father  being  John  H.  Armstrong, 
a  paper  manufacturer  of  that  city.  His  early 
education  was  secured  in  public  schools  of 
Ohio,  after  which  he  took  a  course  of  studies 
at  Mount  Union  College,  Alliance,  Ohio, 
graduating  in  1893  with  the  degree  of  Bach- 
elor of  Arts.  He  first  began  teaching  in  1887 
in  a  country  school  near  Canton,  Ohio,  and 
remained  there  three  years,  after  which  came 
a  year  in  a  school  in  Southwestern  Kentuckv. 
Returning  to  Ohio  he  became  principal  of  'a 
Ward  Building  at  Canton  in  18!l.'i,  and  in  18,05 
was  appointed  a  teacher  in  the  Canton  Higii 
School,  continuing  in  that  capacity  up  to  1901, 
when  he  was  promoted  to  the  principalship. 

Prof.  Armstrong  is  a  member  of  the 
Northeastern  Ohio  Teachers'  Association,  the 
Ohio  State  Teachers'  Association,  the  National 
Educational  Association,  the  Ohio  .Academy  of 
Science,  the  Masons,  the  Independent  Order 
of  Foresters,  the  Heptasophs,  and  the  Meth- 
odist   Episcopal   church. 

In  1893  he  was  married  to  Miss  .Alice  E. 
Hershey,  and  they  have  a  family  of  three  chil- 
dren —  two  boys  and  a  girl. 


J.   H.    LOCKE 

Principal  of  the  Garfield  Schf)ol,  Cincinnati, 
was  born  in  Miami  county,  Ohio,  in  18.5'J,  son 
of  William  and  Susan  Locke,  the  former  a 
school  teacher.  His  father  served  in  the  Civil 
War  a.s  lieutenant  in  the  lloth  Ohio  Volun- 
teer Infantry,  and  took  part  in  the  battles  of 
the  Wilderness,  'Gettysburg,  Fredericksburg 
and  Cedar  Creek.  At  the  latter  place  he  was 
severely  wounded,  on  account  of  which  he 
was  given  an  honorable  discharge.  He  is  now 
deceased.  Our  subject  was  educated  in  vil- 
lage schools  of  Ohio,  graduated  from  the  high 
school  at  New  Richmond,  Ohio,  and  took  a 
special  course  in  the  normal  school  at  Fos- 
toria,  Ohio.  He  began  teaching  in  country 
schools  of  Clermont  county,  and  thence 
taught  in  several  schools  in  Hamilton  county. 
Eight  years  ago  he  was  elected  principal  of 
the  Garfield  School,  and  still  officiates  in  this 
position. 

Mr.  Locke  is  a  Mason,  a  member  of  t'- 
Ohio  State  Teachers'  Reading  Circle,  and  all 
the  local  educational  organizations  of  Cincin- 
nati. In  December,  1875,  he  was  married  to 
Miss  Mary  Davis,  and  they  have  one  child, 
a  daughter,  a  graduate  of  the  Wyoming  High 
School. 


454 


EDMUND  A.  JONES 


Ohio,  as  a  state,  has  contributed  most  nol)Iy 
to  the  cause  of  education.  Her  government 
has  been  most  generous,  generous  to  the  verge 
of  lavishness  in  the  matter  of  expenditures 
for  school  purposes.  In  the  grand  army  of 
public  school  educators  of  the  Buckeye  State 
are  numbered  some  twenty-eight  thousand 
persons.  The  majority  of  the.se  were  born  on 
Ohio's  own  soil,  and  as  the  product  of  one  of 
the  United  States'  greatest  commonwealths  are 
certainly  not  to  be  mentioned  save  with  pride. 
When  one  among  these  is  elected  to  the  envied 
position  of  State  Commissioner  of  Common 
Schools  his  elevation  to  that  office  must  cer- 
tainly be  due  to  inherent  merit. 

Upon  such  a  basis  and  upon  such  founda- 
tion was  returned  Mr.  Eumond  A.  Jones  on 
November  8,  1903.  His  exceptional  abilities, 
his  genial  personality,  his  masterly  scholarship, 
his  technical  training,  all  were  brought  into 
consideration   when    his   name   was   mentioned 


in  connection  with  the  candidacy  for  the  high 
office  which  he  now  so  efficiently  fills. 

Mr.  Jones  was  born  in  Rockville,  Massa- 
chusetts, February  11,  1842.  His  ancestors 
were  natives  of  the  same  state,  his  great-grand- 
father having  been  born  at  Medway,  Massa- 
chusetts about  the  middle  of  the  eighteenth 
century.  His  father  and  grandfather  were 
both  teachers  in  their  native  state  of  Massa- 
chusetts, the  former  reaching  the  age  of  84 
years   at  his   death   in    1899. 

Mr.  Jones  received  his  early  education  in 
the  common  schools,  and  after  further  prepa- 
ration for  college  at  Mt.  Hollis  .-Xcadeniy,  in 
18t)0  entered  Amherst  College.  After  com- 
pleting his  sophomore  year  in  that  institution, 
he  offered  his  services  in  defense  of  his  coun- 
try, and  was  assigned  to  Company  B,  4"2d 
Massachusetts  Regiment  of  Infantry.  His 
regiment  was  sent  at  once  to  join  General 
Banks'    command    at    New    Orleans.      In    the 


455 


first  battle  in  which  he  was  engaged,  at 
Bayou  La  Fourche,  in  June,  18G3,  he  was 
seriously  wounded.  In  the  following  month, 
after  his  Colonel  had  recommended  him  for 
promotion  because  of  meritorious  service,  he 
was  honorably  discharged.  In  the  fall  of  the 
same  year,  18()8,  he  re-entered  Amherst  Col- 
lege, from  which  institution  he  received  t 
degree  of  Bachelor  of  Arts,  in  1865,  and  the 
degree  of  Master  of  Arts  in  1805.  Both  be- 
fore and  after  his  military  service,  he  was 
president  of  his  class  in  college,  having  this 
tionor  at  the  time  of  his  graduation. 

Mr.  Jones"  career  as  a  teacher  began  in 
Illinois  in  18()5,  where  he  taught  in  an  acad- 
emy, to  the  prinicpalship  of  which  he  had  been 
promoted  before  leaving  Ohio  in  18fi9. 

In  October,  18(i!1,  he  accepted  the  superin- 
tendency  of  the  schools  at  Massillon,  which 
position  he  occupied  for  four  years.  He  then 
assumed  control  of  the  schools  at  Marietta 
for  a  period  of  two  years.  His  work  at  Mas- 
sillon had  been  so  satisfactory  to  the  people 
of  that  city  that  they  induced  him  to  return. 
Faithfully  and  efficiently  for  the  last  twenty- 
nine  years  has  he  served  that  city,  whose 
people  were  only  willing  to  release  him  t 
accept  the  honors  of  the  office  to  which  he  has 
teen  elected  by  the  people  of  the  State.  In 
proof  of  this,  when  the  city  of  Cleveland,  in 
188!),  offered  him  increased  salary  to  come  to 
that  city,  Massillon  promptly  met  the  offer, 
and  retained  him  in  the  position  he  had  filled 
so  long  and  so  acceptably  to  the  patrons  of 
her  schools. 

In  1903,  Mr.  Jones  had  conferred  upon  him 
the  degree  of  Doctor  of  Philosophy  from  the 
Ohio  Univerity  at  Athens,  Ohio,  a  well  de- 
served honor.  In  his  new  position  as  State 
Commissioner  of  Schools  Mr.  Jones  enters 
upon  a  task  he  is  well  qualified  to  fill  and  the 
confidence  of  the  people  is  with  him. 


W.    D.    LASH 

There  is  no  calling,  vocation  or  profession 
more  exacting  in  its  demands,  or  that  re- 
quires more  varied  c|ualifications,  than  that  of 
the  public  school  teacher.  The  one  who  en- 
gages in  this  field  of  labor  must  be  possessed 
of  sound  learning,  executive  ability,  subtle 
judgment,  and  an  infinite  fund  of  patience, 
beside  a  ."■core  of  auxiliary  requirements,  in 
order  to  achieve  permanent   success. 

These  necessary  qualifications  are  pos- 
sessed in  full  measure  by  the  subject  of  this 
sketch,  Mr.  W.  D.  L.\sh,  one  of  Ohio's  most 
experienced  educators,  who  has  been  actively 
engaged  in  this  field  of  labor  for  the  last 
third  of  a  century.  Mr.  Lash  is  a  native 
Ohioan,  having  been  born  on  the  farm  of  his 
father.  Jacob  Lash  in  .Athens,  this  State.  July 
24,  184().  Three  sons  and  a  daughter  com- 
prised the  family,  all  still  living  with  the 
exception  of  one  son.  who  deceased  in  In- 
dianapolis in  1903.  Mr.  Lash  attended  the 
country  schools  .south  of  .Athens  in  his  early 
youth,  and  after  passing  through  the  various 
grades  entered  the  Ohio  University,  from 
which  institution  he  successfully  graduated  in 


1871.  In  the  same  year  he  auspiciously  began 
his  career  as  a  public  instructor  as  principal 
of  the  High  School  at  Jackson,  Ohio,  giving 
such  excellent  service  in  that  capacity  that 
he  was  promoted  superintendent  before  the 
exoiration  of  the  year.  In  1872  Mr.  Lash 
removed  to  Zanesville.  where  for  three  years 
he  was  .Assistant  Principal  of  the  High 
School,  being  promoted  to  the  Principalship 
in  1875,  and  in  1878  he  was  still  farther  ad- 
vanced by  being  appointed  Superintendent, 
and  this  position  he  has  continued  to  hold 
ever  since,  fulfilling  its  arduous  duties  in  a 
manner  ever  refiecting  the  highest  credit  upon 
his  judgment  and  ability. 

Mr.  Lash  is  a  member  of  the  National 
Educational  .Association,  the  Ohio  State  Teach- 
ers' .Association,  the  Ohio  Teachers'  Reading 
Circle,  and  is  affiliated  with  the  Royal  Ar- 
canum. My.stic  Circle  and  National  Union  In- 
surance Company.  He  is  a  foremost  member 
of  the  First  Presbyterian  Church  of  Zanes- 
ville. being  a  ruling  elder. 

On  October  28.  187:5.  Mr.  Lash  was  united 
in  marriage  to  Miss  Jenet  W.  Griffin,  and  they 
have  had  four  children,  three  of  whom  survive. 


DANIEL  J.  SCHAEFER 

This  gentleman  is  known  in  the  educa- 
tional world  as  an  instructor  of  mature  experi- 
ence and  superior  ability,  as  a  capable  disci- 
plinarian and  most  effective  teacher,  one  who 
ever  secures  the  best  results  attainable.  Edu- 
cation has  been  his  pursuit  since  his  sixth 
year,  and  all  his  interests  are  wrapped  up  in 
the   art   pedagogical. 

Mr,  Schaefer  was  born  in  Muskingum 
County.  Ohio,  on  the  farm  of  his  father, 
John  Schaefer,  who  was  a  native  of  Brook- 
lyn, New  York,  and  mother  Sarah  Schaefer. 
tiee  Willey,  of  Gratiot,  Ohio.  The  latter's 
brother  w;is  treasurer  of  Muskingum  County 
from  1880  to  1890.  The  family  consisted  of 
two  sons  and  three  daughters,  of  whom  those 
living  are  two  girls  and  the  subject  of  this 
sketch.  As  a  youth  for  twelve  years  he  at- 
tended the  country  schools  of  Sub-district  No. 
7,  Hopewell  Township,  Muskingum  County, 
then  took  a  year's  course  at  the  Ohio  Wes- 
leyan  College  and  subsequently  studied  for 
five  years  in  the  Ohio  Normal  School,  1891- 
1890,  graduating  from  the  latter  and  recciv- 
in.o  the  degrees  of  Bachelor  of  Arts  in  1896 
and  Master  of  Arts  in  1897.  His  teaching 
career  began  in  1889,  in  Hopewell  Township. 
Perry  County,  from  whence  he  went,  success- 
ively, to  Hopewell,  Muskingum  County,  (one 
year)  ;  Bowling  Green,  Licking  County, 
(three  years),  and  Hopewell.  Muskingum 
County,  (two  years).  In  1898  Mr.  Schaefer 
was  appointed  Principal  of  the  Dresden  High 
School,  and  this  responsible  position  he  has 
continued  to  fill  in  the  most  proficient  manner. 

Mr.  Schaefer  is  secretary  of  the  Muskin- 
gum County  Teachers'  Reading  Circle,  is 
County  Examiner,  and  holds  member.ship  in 
the  Eastern  Ohio  Teachers'  Association,  the 
Masonic  Order  and  the  Odd  Fellows. 


456 


EMILIUS   OVIATT    RANDALL 


For  this  sketch  we  are  iiidehted  mainly 
to  the  "History  of  the  Republican  Party  in 
Ohio,"  edited  by  the  late  Joseph  B.  Smith, 
State  Librarian.  Emii.ius  O.  Randai.i.  has 
wielded  an  unmistakable  influence  in  literary 
circles  and  has  Ijeen  a  potent  factor  in  the 
educational  development  of  the  capital  city. 
He  was  born  in  the  village  of  Richfield,  Sum- 
mit county,  Ohio,  October  "28,  1850,  and  is  the 
son  of  the  Reverend  David  A.  and  Harriet 
(Oviatt)  Randall,  natives  of  Connecticut  and 
descendants  of  early  Puritan  stock.  His  an- 
cestral history  is  one  of  close  connection  with 
the  events  which  formed  the  early  annals  of 
the  nation.  Both  his  paternal  and  maternal 
great-grandfathers  were  soldiers  in  the  .'Ameri- 
can Revolution.  Mr.  Randall  acquired  his 
preliminary  education  in  the  public  schools  of 
Columbus,  Ohio ;  afterwards  he  continued  his 
preparatory  studies  in  Phillips  Academy,  An- 
dover,  Mass. ;  he  entered  Cornell  University 
in   1870,  and  was  graduated  at  that  institution 


in  the  Class  of  1S74  in  the  literary  course, 
with  a  degree  of  Ph.  B. ;  he  then  pursued  a 
two  years"  post-graduate  course  at  Cornell  and 
in  Europe,  especially  devoting  himself  to  the 
study  of  history.  From  1S7S  to  1888  his  atten- 
tion was  given  to  mercantile  life  and  to  lit- 
erary pursuits  in  Columbus.  In  the  intervals 
of  business  he  read  law  under  the  direction  of 
Mr.  Frank  C.  Hubbard,  a  prominent  member 
of  the  Columbus  Bar.  He  was  admitted  to 
practice  by  the  Supreme  Court  of  Ohio  in 
June,  18y(),  and  was  graduated  at  the  College 
of  Law  of  the  Ohio  Sta'e  LIniversity  in  1802 
with  the  degrees  of  LL.  B.  and  LL.  M.  The 
same  year  he  was  made  instructor  in  the  Col- 
lege of  Law,  O.  S.  U.,  which  position  he  held 
until  18i)4  when  he  was  elected  to  a  professor- 
ship in  the  above  institution,  which  position  he 
still  retains.  On  the  14th  day  of  May,  1895, 
he  was  appointed  Reporter  for  the  Ohio  Su- 
preme Court  by  the  Judges  of  that  court,  who 
recognized    his   eminent   fitness   for   that    posi- 


457 


tion,     He  still   serves   in  that   official   capacity 
and  has  published  and  edited  twenty  volumes 
of  the  decisions  of  the  court.     He  annotated 
and   published   a   volume   entitled    "'rhe    Ohio 
Law  of  Negotiable  Paper."     He  was  associate 
editor  of  the  "Bench  and  Bar  of  Ohio,"  '1  vols., 
Chicago   (18!)7).     He  is  a  member  of  the  Ad- 
visory    Board    and     a     contributor    to     "The 
Encyclopedia   Americana."     It   is   seldom   that 
a   man   who   has   attained   prestige   in   literary 
and  legal  circles  and  who   devotes  his  life  to 
mental     development     is     alike     successful     in 
commercial  affairs,  but  Mr.   Randall  is  a  man 
of    resourceful    ability    and    unusual    business 
capacity.     He  was  President  of  the  Columbus 
Board  of  Trade  in  18X7,  and  at  the  same  time 
was    efficiently    acting    as    a    member    of    the 
Board   of  Education,  holding  that  office   from 
1887  to  188!).     In   1887  he  was   elected  by  the 
City  Council,  Trustee  of  The  Columbus   Pub- 
lic   Library,   and    has   been    re-elected   to   that 
office  every   two  years,  eight  successive  times, 
by   the  City   Council.     In  the   spring  of   190.S, 
when   the  new   Municipal    Code   went  into   ef- 
fect, under  the  provisions  of  which  the  Mayor 
is  empowered   to  appoint   the  Trustees   of  the 
City  Library,  Mr.  Randall  was  named  a  mem- 
ber of  the  board  by  Mayor  Robert   H.  Jeffrey, 
and   has   been   President   of  that    Board    since 
his   appointment.      He  was    a    member   of    the 
conmiittee  of  seven   chosen   by   the  city    (Co- 
lumbus)   constitutional    convention    (1891)    to 
draft    the    charter    for    the    municipal    govern- 
ment,   which    charter   was    subsequently    made 
a  law  by  the  legislature  and  continued  in  effect 
until  the  adoption  of  the  new-  uniform  Munici- 
pal Code.     In  1884  he  was  elected  a  life  mem- 
ber of  the  Ohio  State  .'\rchreological  and  His- 
torical   Society,   and    in    February,    lOO.S.    was 
appointed   by    Governor   INIcKinley,    a   Trustee 
of  that   Society,  to  which   position  he  was  re- 
appointed  by   Governors    Bushnell,    Nash    and 
Herrick.     He   has   also   acted   as   Secretary  of 
that    Society    since    February,    1894,    and    has 
edited  and   published   ten   volumes  of  the   .So- 
ciety's    historical     publications.       In     1899     he 
visited    and    made    a    scholarly    study    of    the 
famous  coiumunal   Separatists  society  of  Zoar 
and  wrote  a  "History  of  the  Zoar  Society.  .X 
Sociological     Study."     which     production     has 
been   credited  with  being  a  valuable  contribu- 
tion to  American  economic  literature.     For  the 
last  few  years  he  has  been  Editor  of  the  Ohio 
State  Archaeological  and  Historical  Quarterly. 
In  association  with  Hon.  Daniel  J.  Ryan,  for- 
mer Ohio   Secretary   of  State.  Mr.   Randal!   is 
now    engaged    in     writing    "The    History    of 
Ohio,"  to  comprise  two  octavo  volumes  which 
will   coinpletely  cover  the  pioneer  growth  and 
political    progress   of  the   state.      He   was   one 
of  the  chief   factors   in   promoting  and   carry- 
ing   into    effect   the    celebration    of   the    100th 
anniversary  of  Ohio's  organization   as  a  state, 
which  centennial  was  held  at  Chillicothe,  ]\Iay 
20  and  21,   1903;    serving  as  Secretary  to  the 
Ohio     Centennial     Commission    appointed     by 
Governor  Nash,  and  presiding  over  two  of  the 
public  sessions  at  the  celebration.     The   Com- 
mittee   on    Program    named    him    one    of   the 
speakers,    his    topic   being    "Ohio    During    the 
American    Revolution."      ?Ie    edited    and   pub- 


lished in  volume  form  the  proceedings  of  the 
centennial. 

For  many  years  Mr.  Randall  has  been  a 
frequent  lecturer  upon  the  public  platform 
and  is  the  author  of  many  pamphlets  and 
monographs  on  literary  and  historical  topics. 
He  is  in  constant  demand  as  an  after-dinner 
speaker  and  has  presided  at  many  banquets 
on  state  occasions.  He  has  always  been  a 
staunch  Republican  and  a  popular  "stumper, 
being  entertaining,  logical,  forceful  and  fair 
in  the  presentation  of  the  principles  of  the 
party,  in  which  his  services  have  been  effec- 
tive and  beneficial.  He  was  a  Delegate  from 
the  12th  Ohio  Congressional  District  to  the 
National  Republican  Convention,  held  in 
Chicago,  June  2il  and  21,  1904.  He  is  a  mem- 
ber of  the  American  Bar  Association,  .Ameri- 
can Historical  .Association,  .American  Library 
.Association,  National  Society  of  .American 
.Authors.  He  has  been  a  prominent  member 
of  the  Society  of  the  Sons  of  the  American 
Revolution  and  was  President  of  the  state 
society  in  1902,  and  was  Delegate-at-Large 
from  the  Ohio  Society  to  the  national  conven- 
tion held  at  St.  Loui's,  June  10  and  17,  1904. 
He  is  a  member  of  the  Delta  Kappa  Epsilon 
college  and  Phi  Delta  Phi  law  school  Greek 
letter  fraternities. 

On  October  28,  1870,  Mr.  Randall  married 
Miss  Mary  Coy  of  Ithaca,  N.  Y.,  and  by  this 
marriage  has  three  children  —  a  daughter, 
Rita,  and  two  sons,  David  .A.  and  Sherman  B. 


S.    A.    MINNICK 

This  gentleman  has  been  recognized  in  edu- 
cational circles  and  by  the  public  generally 
as  an  accomplishel  member  of  his  profession, 
with  which  he  has  so  long  and  honorably  been 
identified,  and  his  faithful  labors  in  behalf  of 
tiie  conmnmity  have  been  productive  of  an 
inestituable  amount  of  good.  Mr.  ^Iinnick 
is  a  native  Ohioan,  having  been  born  in  Mont- 
gomery county,  where  his  father,  John  Min- 
nick,  was  a  prosperous  farmer.  He  was  one 
of  a  family  of  fourteen  children,  and  of 
these  seven  are  now  living.  Our  subject  se- 
cured his  early  education  in  the  schools  of 
Montgomery  county,  after  which  he  entered 
the  Normal  School  at  Medina  and  success- 
fully graduated  from  that  institution.  He  en- 
gaged in  teaching  for  some  twelve  years  when 
he  took  up  the  study  of  medicine,  entering 
the  Long  Island  College,  Brooklyn,  N.  Y.,  for 
the  purpose.  .After  graduating  Mr,  Minnick 
returned  to  Montgomery  county  and  prac- 
ticed medicine  here  for  three  years,  when, 
about  1887,  his  love  for  his  old  vocation 
caiue  back  to  him  and  he  returned  to  .school 
teaching.  In  1892  Mr.  Minnick  was  appointed 
Principal  of  the  Fifth  District  School,  Day- 
ton, and  this  position  he  has  filled  with  con- 
sutrimate  ability.  Among  the  institutions 
with  which  Mr.  Minnick  is  identified  are  the 
Knights  of  Pythias,  the  Central  Ohio  Teach- 
ers' Association,  and  the  Teachers'  Relief  As- 
sociation. 


458 


ALSTON    ELLIS 


Alston  Eli.is.  \vell-kn:)\vn  in  educational 
circles,  son  of  Absalom  and  Mary  (Ellis) 
Ellis,  was  born  on  a  farm  in  Kenton  county, 
Kentucky,  January  Jfj,  1847.  His  father  re- 
mained on  the  farm  until  1863  when  he  moved 
to  Covington,  Kentucky,  and  engaged  in  a 
manufacturing  enterprise.  The  father  (1824- 
1894)  and  the  mother  (1832-1899)  now  "sleep 
the  long  sleep"  in  a  beautiful  cemetery  near 
Independence,  Kentucky. 

The  son  .acquired  the  rudiments  of  an  edu- 
cation in  the  country  schools.  These  were 
only  semi-public,  being  supported,  in  great 
part,  by  subscriptions  from  school  patrons. 
Later  he  made  preparation  for  college  in  a 
private  school,  Covington.  Ky.,  then  one  of 
the  best  known  academies  of  the  Middle  West, 
presided  over  by   Prof.   S.   Mead. 

Before  entering  upon  his  collegiate  course, 
he  taught  a  country  scliool  near  Carrollton, 
Ky.,  for  a  term  of  five  months,  receiving  eight 
dollars  per  month  of  public  money  and  suffi- 


cient voluntary  subscriptions  to  make  a  total 
compensation  of  forty  dollars  per  month.  At 
the  close  of  the  school,  a  day's  ride,  to  the 
homes  of  the  school  patrons  was  sufficient  to 
make  collection  of  the  subscriptions  due, 
all  of  which  were  collected  save  the  small 
sum  of  two  dollars  and  a  half.  At  the  expira- 
tion of  the  term,  he  returned  home  and  worked 
for  some  months  in  the  factory  owned  by  his 
father. 

In  September,  18(54,  Mr.  Ellis  entered  the 
Sophomore  class  of  Miami  University,  at  Ox- 
ford, Ohio,  and  three  years  later  was  gradu- 
ated with  honor.  While  in  college  he  was 
known  as  a  .splendid  Latin  and  Greek  scholar 
and  as  a  ready  debater  and  an  excellent 
speaker.  During  his  Senior  year,  he  delivered 
four  public  addresses,  besides  being  chosen  by 
the  students  to  deliver  the  oration  on  Wash- 
ington's birthday.  Soon  after  he  graduated  he 
was  married,  July  23,  1867,  to  Miss  Kathar- 
ine Ann  Cox,  who    -as  born  in  Westchester, 


459 


Butler   county.   Ohio,   a   daughter   of   Captain 
Aliram   P.  and  Elizabeth  Cox. 

In  September,  18(j7,  Mr.  Ellis  became  prin- 
cipal of  a  ward  school  in  Covington.  Ken- 
tucky, at  a  salary  of  nine  hundred  dollars  per 
year,  which  was  increased  to  one.  thousand  be- 
fore the  expiration  of  the  school-year.  In 
January,  18(39,  he  was  chosen  principal  of  a 
school  in  Newport,  Kentucky,  at  a  salary  of 
twelve  hundred  dollars  per  year  and  was,  at 
the  close  of  the  school-year,  re-elected  at 
fifteen  hundred.  In  July,  1871,  he  was  made 
Superintendent  of  Schools  of  Hamilton,  which 
position  he  filled  with  the  greatest  efficiency 
for  over  seven  years,  resigning  in  March,  1879, 
to  accept  a  position  with  Harper  Bros.,  with 
headquarters  in  Columbus,  Ohio,  at  a  salary 
of  three  thousand  dollars  per  annum. 

In  February,  187.5,  he  was  appointed  a 
member  of  the  Oliio  State  Board  of  School 
Examiners  and  was  at  once  made  clerk  of  that 
body,  continuing  until  April,  1879.  In  1887, 
he  was  again  made  a  member  of  the  Board 
and  in  1891  was  re-apoointed  for  a  term  of 
five  years.  While  filling  this  position,  in  187(). 
he  wrote  a  chapter  entitled  "The  Ungraded 
Schools  of  Ohio,"  for  the  History  of  Educa- 
tion, issued  as  a  centennial  volume  and  pub- 
lished by  authority  of  the  General  Assembly 
of  Ohio.  In  1872.  he  was  made  Master  of 
Arts  by  his  alma  mater  and  the  .same  year 
delivered  the  diplomas  to  the  graduates  of  the 
Erodelphian  and  Miami  Union  literary  socie- 
ties of  the  university.  In  1888,  he  was  chosen 
by  the  same  societies  to  deliver  the  annual 
address. 

He  received  the  degree  of  Doctor  of  Phil- 
osophy from  VVooster  University  in  1879  and 
the  same  degree  from  the  Ohio  State  Univer- 
sity in  1888.  Two  years  later  the  Ohio  State 
University  conferred  upon  him  the  degree  of 
Doctor  of  Laws  and  the  same  degree  was  con- 
ferred upon  him  by  his  alma  mater  in  1894. 
In  188(1,  he  was  made  a  memlier  of  the  Vic- 
toria Institute,  the  Philosophical  Society  of 
Great  Britain,  and  subsequently  was  made  a 
life  member  of  this  noted  institution,  of  which 
Queen  Victoria  was  a  noted  patron.  In  the 
fall  of  1880.  he  delivered  the  oration  at  the 
biennial  convention  of  the  Phi  Delta  Theta 
fraternity  at  Indianapolis,  he  having  been  an 
active  member  of  this  fraternity  during  his 
college   course. 

From  1880  to  1887.  Dr.  Ellis  was  superin- 
tendent of  the  Sandusky,  (Ohio,)  public 
schools  and  brought  them  to  a  high  state  of 
efficiency. 

In  1887,  he  accepted  his  former  position 
at  the  head  of  the  Hamilton  schools  and  en- 
tered upon  the  duties  of  the  office.  In  Ham- 
ilton, his  salary  was  soon  increased  from 
twenty-seven  hundred  dollars  to  three  thou- 
sand dollars  per  annum.  Soon  after  he  first 
went  to  that  city,  he  began  to  work  in  teach 
ers'  institutes  and  his  services  as  normal  ir,- 
structor  have  been  in  demand  ever  since.  For 
some  years  he  devoted  a  portion  of  the  winter 
months  to  work  in  Ohio  fanuers'  institutes, 
midcr  the  authority  of  the  Ohio  State  Board 
of  -Agriculture.     When  the  Ohio  .Agricultural 

4(i0 


and  Mechanical  College  was  made,  by  legis- 
lative act.  the  Ohio  State  University,  he  be- 
came a  meml)er  of  the  new  board  of  trustees, 
serving  five  years. 

In  all  teachers'  associations  of  his  state  he 
maintained  a  deep  interest.  He  was  presi- 
dent of  the  Superintendents'  Section  of  the 
Ohio  Teachers'  Association  in  1875.  He  is  a 
life  member  of  the  Ohio  Teachers'  Associa- 
tion. He  was  president  of  this  organization 
of  teachers  and  friends  of  education  in  1888 
and  delivered  the  annual  address  at  its  an- 
nual meeting  held  at  Johnson's  Island,  in  1895. 
He  has  been  prominently  identified  with  the 
•  Southwestern  Ohio,  Northwestern  Ohio,  Cen- 
tral Ohio,  Northeastern  Ohio,  and  Southeast- 
ern Ohio  Teachers'  Association,  serving  as 
president  of  the  two  first  named.  For  more 
than  twelve  years  he  was  a  member  and  clerk 
of  the  Butler  County,  (Ohio)  Board  of  School 
Examiners. 

In  the  fall  of  1891,  when  Dr.  Ellis  was  first 
tendered  the  presidency  of  the  State  Agricul- 
tural College  of  Colorado,  located  at  Fort  Col- 
lins, he  declined  it,  but  on  the  renewal  of 
negotiations,  in  January,  189-2,  he  accepted  it 
for  a  term  of  five  years,  at  an  annual  salary 
of  six  thousand  dollars.  On  the  departure  of 
Dr.  Ellis  from  Hamilton,  the  Butler  County 
"Teachers'  .Association  passed  highly  apprecia- 
tive resolutions.  At  his  departure  the  late 
Judge  P.  G.  Berry,  on  behalf  of  citizens  of 
tlie  city,  publicly  presented  Dr.  Ellis  with  a 
handsome  gold  watch  in  token  of  the  high 
esteem  of  those  whom  he  had  served  so  long 
and  so  well.  The  late  Thomas  Millikin  and 
others  spoke  on  this  occasion. 

During  the  eight  years  of  his  presidency,  of 
the  State  Agricultural  College,  the  number  of 
Jttidcnts  was  more  than  trebled  (from  100  to 
■W )  while  the  material  prosperity  of  the  col- 
lege was  shown  in  the  remodeling  and  en- 
largement of  its  buildings  and  the  erection  of 
the  larger  ones  now  standing  on  the  campus. 
A  sum  not  less  than  $.5(».()00  was  expended  for 
scientific  and  technical  apparatus,  the  number 
of  voluiues  in  the  library  reached  11,000,  and 
the  total  valuation  of  college  property 
amounted  to  a  third  of  a  million  dollars. 

Dr.  Ellis's  activities  in  educational  circles 
in  Colorado  attracted  widespread  attention  and 
made  him  a  prominent  figure  in  the  intellect- 
ual life  of  that  commonwealth.  In  December, 
189:1  he  delivered  the  annual  address  before 
the  Colorado  Teachers'  Association  at  Colo- 
rado Springs,  and  two  years  later  he  was 
made  chairman  of  the  College  Section  of  that 
organization.  In  the  institute  work  of  that 
state  he  soon  became  a  leader  and  it  is  said 
ihat  during  the  period  of  his  residence  in 
Colorado  he  luade  more  public  addres.ses  than 
:'.ny  other  man  in  the  state. 

In  1893,  he  was  commissioned  Colonel  and 
.Aidc-de-Camp  on  the  staff  of  Governor  Davis 
H.  Waite,  Coinmander-in-chief  of  the  militia 
of  Colorado,  and  was  reanpointed  bv  Ciovernor 
-Albert  W.  Mclntire.  While  in  Colorado.  Dr. 
Ellis  was  also  a  prominent  member  of  the 
-American  -Association  of  .Agricultural  Col- 
leges  and    Experiment    Stations,    and,   at    the 


Minneapolis  meeting  of  18i>T.  was  chairman 
of  the  college  section  and  vice-president  of 
the  general  association. 

In  February.  1901,  Dr.  Ellis  returned  to 
Hamilton.  Ohio,  and  occupied  his  elegant 
home  on  "  Ihe  Heights."  He  was.  at  once, 
in  demand  as  a  speaker  at  public  meetings  and 
on  memorial  occasions.  Within  three  months 
he  delivered  the  "Decoration  Day"  address  at 
Shandon ;  memorial  addresses.  Knights  of 
Pythias,  at  Camden  and  Darrtown ;  and  "Com- 
mencement" addresses  at  Fair  Haven.  Eaton, 
and  Xcw  Bremen.  Ohio,  and  at  Covington, 
Kentucky. 

On  July  \H.  llXll.  he  was  unanimously 
elected  to  the  presidency  of  the  Ohio  Uni- 
versity. .Athens,  Ohio,  the  oldest  higher  insti- 
tution of  learning  in  the  "Old  Northwest." 
and  at  once  entered  upon  the  duties  of  his 
office.  His  term  of  service  was  fixed  at  three 
years  and  his  compensation  at  $3,500  per 
annum.  Recently  his  term  of  service  has  been 
extended  tojuly  1900  and  his  salary  increased 
to  $0,000'  per  annum.  The  Republican-News, 
of  Hamilton,  referring  editorially  to  Dr. 
Ellis's  election  to  the  presidency  of  Ohio 
Universitv  spoke  as  follows :  "The  election 
of  Dr.  Alston  Ellis.  M.  A.,  Ph.  D.,  LL.  D..  to 
be  president  of  the  Ohio  University  at  .Athens 
by  the  trustees  of  that  institution  to-day.  re- 
calls to  Hamilton  friends  the  remarkable 
achievements  of  his  career  as  an  educator  in 
this  and  other  .states.  As  a  public  school 
worker,  as  a  college  president,  and  as  the 
representative  of  influential  educational  pnb- 
lisbinc  houses,  he  has  established  a  reputation 
much  wider  than  that  of  the  county  and  state 
which  now  claim  him  with  pride.  By  the  call 
from  .Athens.  Dr.  Ellis  is  made  president  of 
Ohio  University  the  oldest  institution  of  learn- 
ing in  the  State  of  Ohio  and  one  from  whose 
halls  have  gone  some  of  the  ablest  men  who 
have  left  their  impress  upon  the  history  of 
the  state  and  nation.  The  friends  of  the  new 
president,  and  they  are  to  be  found  in  num- 
Ixrs  all  over  the  state,  will  rally  to  his  support 
and  under  his  efficient  management  Ohio  Uni- 
versity will  enter  upon  a  new  era  of  pros- 
perity and  a  more  extended  field  of  useful- 
ness." 

Since  Dr.  Ellis's  connection  with  Ohio  Uni- 
versity he  has  been  closely  identified  with  the 
general  educational  interests  of  Ohio.  He 
was  in  the  forefront  of  the  movement  that 
made  normal  schools  a  part  of  the  public 
school  sy.stem  of  the  state.  For  the  years 
1892  and  1893.  he  was  president  of  the  Ohio 
College  Association.  He  is  now  (1904)  presi- 
dent of  the  Ohio  State  Association  of  Elocu- 
tionists. 

Dr.  Ellis  has  a  fine  presence  and  a  genial 
personality,  from  which  an  air  of  dignity  and 
reserve  force  is  rarely  absent.  Not  only  is 
he  a  fine  scholar  and  executive  officer  but  also 
as  an  inspiring  and  a  thought-provoking 
teacher  he  has  few  equals.  In  classroom 
work  in  his  specialties  —  logic,  economics, 
ciyics.  and  hi.story  —  he  stands  almost  without 
a  rival.  Students  under  his  instruction  have 
the  best  that  scholarship,  enthusiasm,  and  ex- 


perience can  bring  to  bear  upon  the  studies 
they  are  pursuing. 

In  Colorado,  Dr.  Ellis  added  to  the  mater- 
ial welfare  of  his  adopted  state  not  alone 
through  the  rapid  upbuilding  of  its  great  in- 
dustrial school  and  the  wise  ordering  of  the 
nractical  work  of  its  experiment  station  but 
in  the  u.se  of  his  means  in  the  erection  of  a 
number  of  handsome  dwellings,  possessing 
architectural  merit  and  having  modern  con- 
veniences, which  now  ornament  some  of  the 
spacious  avenues  of  Fort  Collins  and  afford 
eligible  homes  for  a  number  of  families. 

Dr.  and  Mrs.  Ellis  were  closely  identified 
with  the  literary,  social,  and  religious  life  of 
the  people  of  the  cities  of  Ohio  and  Colorado 
wherein  they  found  residence.  The  doors  of 
their  Athens,  Ohio,  home  —  23  South  Con- 
gress street — are  frequently  thrown  open  to 
the  member^  of  the  social  circle  to  which  they 
belong,  on  which  occasions  geniality  and  open- 
hearted,  but  not  ostentatious,  hospitality  char- 
acterize the  manners  of  host  and  hostess. 
The  "President's  Reception,"  given  annually 
in  commencement  week,  is  one  of  the  events 
in  college  social  life.  F'aculty  parties,  dinners 
to  members  of  the  governing  board,  receptions 
and  luncheons  for  students,  and  other  func- 
tions connected  with  the  life  of  hospitable 
entertainers  make  the  parlors  of  President 
Ellis's  home  almost  as  well  known  to  those 
connected  with  or  interested  in  university 
work  as  are  the  interiors  of  the  university 
buildings   themselves. 

In  Hamilton,  Ohio,  Dr.  and  Mrs.  Ellis 
were  prominently  connected  with  the  organi- 
zation of  "The  Travelers'  Club"  —  September 
12.  1890  — Dr.  Ellis  being  its  first  president 
and  holding  the  position  until  his  going  to 
Colorado.  The  "Tuesday  Club,"  of  Athens, 
Ohio,  organized  early  in  1902,  now  one  of  the 
strongest  factors  in  the  literary  and  social  life 
of  some  of  the  best  people  of  the  town,  owed 
its  existence,  in  great  part,  to  the  wisely- 
directed  efforts  of  these  social  leaders.  Dr. 
Ellis  served  as  the  president  of  this  club  two 
years  and  then  declined  a  unanimous  call  to 
serve  a  third  term. 

In  Sandusky.  Ohio,  Dr.  Ellis  became  a 
member  of  Science  Lodge  No.  50.  A.  F.  &  A. 
M.  Later  he  became  a  member  of  Erie  Com- 
mandery  No.  23,  K.  T.  In  Hamilton,  Ohio,  he 
was  initiated  into  Lodge  No.  93.  B.  P.  O.  Elks. 
On  tv.'O  occasions,  he  delivered  the  "Memorial 
Address"  before  the  members  and  friends  of 
the  last-named  fraternal  order.  He  delivered 
a  similar  address  before  the  B.  P.  O.  E.  of 
Wellston.   Ohio,   December  fi,   1903. 

President  Ellis  takes  a  high  moral  view  of 
public  education.  His  "Baccalaureate  Ad- 
dresses." many  of  which  are  in  print,  are 
freighted  with  moral  wisdom  embodied  in 
choice  speech.  As  the  head  of  a  great  state 
school,  whose  financial  support  comes  largely 
from  the  pockets  of  tax-payers  representing, 
as  they  do,  almost  every  shade  of  religious 
belief,  he  recognizes  that  religious  instruction, 
as  bounded  by  denominational  lines,  would  be 
out  of  place  in  the  daily  chapel  exercises, 
attendance  upon  which  is  urged  upon  all  stu- 


461 


dents :  yet  these  exercises^,  iilanned  as  they 
are  by  the  president  and  frequently  conducted 
by  him.  are  not  without  sound  moral,  and 
even  religious  lessons.  Private  religious  be- 
lief—  even  unbelief  —  of  students  is  respected 
in  all  the  work  of  the  University,  but  wrong- 
doing is  never  suffered  to  pass  unrebukcd,  and 
the  necessity  of  educating  the  heart  and  direct- 
ing the  conscience  —  character  building — is 
never  lost  sight  of. 

The  religious  affiliations  of  Dr.  and  Mrs. 
Ellis  are  now  with  the  Presbyterian  Church, 
as  they  were  both  at  Hamilton,  Ohio,  and 
Fort  Collins,  Colorado.  In  Columbus  and 
Sandusky.  Ohio,  Dr.  Ellis  and  his  wife  had 
membership  in  the  Congregational  church. 

The  administration  of  affairs  at  Ohio  Uni- 
versity is  of  the  quiet  and  efficient  order. 
There  is  but  little  parade  of  authority  on  the 
part  of  the  executive  force  of  the  institution. 
The  students  are  generally  self-respecting  and 
self-governed.  Ebullitions  of  "college  spirit" 
so-called,  oftentimes  but  another  name  for 
student  rowdyism,  are  practically  unknown  at 
Ohio's  oldest  institution  of  learning.  The  de- 
sirable existing  conditions  in  college  manage- 
ment are  largely  due  to  the  tactful  force  of 
President  Ellis  and  the  strong  hold  he  has  on 
the  confidence  and  regard  of  the  student  body. 

Ohio  University  is  entering  upon  the  sec- 
ond century  of  its  history  under  conditions 
that  promise  well  for  its  future  wellbeing. 
The  total  annual  enrollment  of  students  has 
now  reached  the  one-thousand  mark.  The 
make-up  of  the  Faculty,  the  buildings  and 
equipments  now  at  the  disposal  of  the  differ- 
ent departments  and  colleges  of  the  Univer- 
sity, the  increasing  roll  of  students  —  repre- 
senting nearly  every  county  in  Ohio  and  a 
wide  territory  in  some  of  the  adjoining  states, 
—  and  the  recently  added  financial  support 
given  by  the  state,  all  give  assurance  of  a 
future,  for  the  institution,  in  which  every 
friend  of  liberal  culture  can  have  just  pride. 


E.   E.   SMOCK 

This  gentleman  is  filling  the  position  of 
Superintendent  of  Schools  in  Dresden,  Ohio, 
has  officiated  in  this  capacity  for  the  past 
six  years,  and  has  proved  himself  by  experi- 
ence, training,  knowledge,  executive  ability, 
and  natural  aptitude,  to  be  "the  riglit  man  in 
the  right  place."  All  the  departments  under 
his  supervision  have  their  interests  carefully 
guarded  and  promoted,  and  all  are  maintained 
in  a  condition  of  the  greatest  effectiveness  and 
usefulness. 

Mr.  Smock  is  a  native  Ohioan,  having  been 
born  in  Spencer  Township,  Guernsey  Comity, 
son  of  -Abraham  and  .\nna  Sinock,  the  former 
a  native  of  Westmoreland  County,  Pennsyl- 
vania, and  the  descendant  of  an  old  time 
honored  family.  Our  subject  was  the  only 
son  in  a  family  of  five  children,  all  of  whom 
are  living,  and  he  early  began  attending  the 
country  schools,  in  which,  altogether,  he  was 
a  pupil  for  twelve  years.  He  then  entered 
Muskingum  College,  his  course  of  studies  ex- 
tending over  a  period  of  seven  years,  and  he 


had  a  most  creditable  ending  in  that  institu- 
tion, graduating  with  the  degrees  of  "P.  D. 
B."  and  "M.  S."  Mr.  Smock  also  taught  a 
class  during  his  college  days,  and  thus  laid 
the  foundation  of  the  thorough  experience  and 
training  through  which  he  has  passed.  He 
has  since  presided  over  schools  in  Frazeys- 
burg,  Cumberland,  Guernsey  County ;  New- 
comerstown,  Tuscarawas  County,  and  Dresden, 
Muskingum  County.  He  has  resided  in  Dres- 
den over  six  years  and  has  becotne  one  of 
the  prominent  members  of  the  coinmunity, 
esteemed  by  all  his  fellow  citizens.  For  four 
years  he  was  a  member  of  the  County  Board 
of  Examiners.  Guernsey  County,  and  held  a 
similar  position  one  year  in  Muskingum 
County.  He  is  a  member  of  the  Ohio  State 
Teachers'  Association,  the  Ohio  Teachers' 
Reading  Circle,  the  Knights  of  Pythias  and 
Odd  Fellows,  and  is  prominent  in  Masonic 
circles,  being  a  Knight  Templar  and  master 
of  Dresden  Lodge,  No.  103,  F.  &  A.  M.  In 
1893  Mr.  Smock  was  united  to  Miss  Alice 
Hamilton,  and  they  reside  in  a  pleasant  home 
in    Dresden. 


SHELDON    FRANKLIN    BALL 

This  gentleman,  the  accomplished  Princi- 
pal of  the  Central  High  School,  Toledo,  is 
one  of  the  ablest  educators  in  the  State,  and 
has  performed  invaluable  services  in  this 
branch  of  public  duty.  As  a  scholar  and 
teacher  his  experience  has  been  long  and  most 
thorough.  Mr.  B.\ll  was  born  in  Indiana, 
July  13,  18()5,  son  of  a  prosperous  farmer,  and 
one  of  a  family  of  six  children,  three  of  either 
sex.  He  attended  the  district  schools  of 
Steuben  County.  Indiana,  nine  years,  the  High 
School  at  Fremont,  three  years,  the  Tri- 
State  College  at  Angola,  Indiana,  three  years, 
and  the  University  at  Chicago,  two  and  a 
half  years,  graduating  from  the  latter.  He 
first  taught  school  in  a  country  district  near 
Fremont,  Indiana,  later  taking  charge  of  a 
country  school  in  Des  Moines  County,  Iowa, 
and  thence  to  the  High  School  in  Danville, 
Iowa,  of  which  he  was  made  Principal.  He 
next  accepted  the  Principalship  of  the  High 
School  at  Columbus  City,  Iowa,  but,  resign- 
ing that  position  in  1893.  went  to  Toledo, 
Ohio,  and  was  made  teacher  of  the  Walbridge 
(four-room)  School.  At  the  end  of  a  year 
he  was  made  Principal  of  the  Junction  School, 
having  eight  rooms.  He  was  next  transferred 
to  Broadway,  a  sixteen  room  school,  as  Prin- 
cipal, retaining  that  position  eight  years,  and 
three  years  ago  he  was  appointed  Principal  of 
the  Central  High  School.  Thus,  it  will  be 
seen  his  promotion  was  constant  from  the 
outset,  until  his  present  eminent  position  had 
been  attained,  and  one  he  is  fitted  to  fill  in 
the  most  eminent  degree. 

Mr.  Ball  is  an  active  member  of  various 
organizations,  among  them  being  the  Masons, 
Knights  of  Pythias,  Modern  Woodmen  of 
America,  Ohio  Teachers'  Reading  Circle, 
National  Educational  Association,  Ohio  State 
Teachers'  Association,  and  the  North  Central 
Association  of  High  Schools. 


462 


CHARLES    WILLIAM     DABNEY,    A.  B. 


Charles  William  Darnev,  A.  B.,  of 
Hampden-Sidney  College,  Virginia ;  Ph.  D. 
of  Gocttingcn  ;  LL.  D.  of  Davidson,  Yale  and 
Johns  Hopkins,  is  a  man  of  virile  stock. 
Huguenot,  English,  Welsh,  Scotch,  and 
Scotch-Irish  blood  flows  in  his  veins.  The 
character  of  his  i)Iood  has  been  illustrated  in 
Colonel  Charles  Dabney  of  Revolutionary 
fame,  in  Meriwether  Lewis,  in  General  J.  E. 
B.  Stuart,  in  the  Randolphs,  in  his  own 
father,  in  Prof.  Thomas  R.  Price  of  Columbia 
University,    and    in   many  others. 

Charles  William  Dabney  was  born  in  1855. 
His  father,  Robert  Lewis  Dabney,  ■  a  man  of 
great  intellectual  and  moral  worth,  was  at 
one  time  Professor  of  Theology  in  Union 
Seminary  and  later  of  Philosophy  at  the  Uni- 
versity of  Texas.  During  the  war  between 
the  states,  he  served  as  "Stonewall"  Jackson's 
chief  of  staff,  and  afterward  wrote  the  biog- 
raphy of  General  Jackson.  Charles  W.  Dab- 
ney's  mother,  Lavinia  Morrison  is  the  daughter 
of  the  Rev.  James  Morrison  of  New  Provi- 
dence Church,  Rockbridge  county.  Virginia. 
She  comes  of  a  North  Carolina  family  and  is 
a  cousin  of  the  wife  of  "Stonewall"  Jackson. 

.^fter  being  prepared  for  college  by  his 
father,  Charles  entered  Hampden-Sidney  Col- 
lege, where  he  graduated  in  187^.  He  taught 
school   for   a  year  and  then  entered  the   Uni- 


versity of  Virginia  in  the  fall  of  1874.  In- 
fluenced by  the  work  of  Dr.  J.  W.  Mallet, 
young  Dabney  promptly  decided  to  mak'  a 
specialty  of  chemistry,  and  therefore,  while  at 
the  University  of  Virginia,  he  devoted  his  time 
chiefly  to  this  science  and  related  scientific 
subjects,  and  to  the  modern  languages.  Dur- 
ing the  session  of  1877-78  he  served  as  Pro- 
fessor of  Chemistry  in  Emory  and  Henry 
Colleee,  Virginia. 

For  the  purpose  of  better  fitting  himself 
for  his  work  in  Chemistry,  Mr.  Dabney  went 
to  Germany  in  1878,  and  studied  under  Woch- 
ler,  Hnebner,  Listing  and  Klein  at  Goettingen, 
and  under  Hoffman,  Helmlioltz,  and  DuBois 
Raymond  at  Berlin,  making  chemistry  his 
major,  physics  and  mineralogy  his  minor  sub- 
jects. He  received  the  degree  of  Doctor  of 
Philosophy  at  Goettingen  in  1880,  presenting 
a  thesis  in  organic  chemistry  which,  with  high 
commendation,  was  published  in  the  Annalen 
der  Chcmic. 

Before  he  left  Europe,  Dr.  Dabney  was 
elected  Profesor  of  Natural  Science  at  Cen- 
tral LIniversity,  Ky.,  and  Professor  of  Chem- 
istry at  the  University  of  North  Carolina.  He 
decided  to  go  to  North  Carolina,  and  was  im- 
mediately tendered  the  position  of  State 
Chemist  and  Director  of  the  .Agricultural  Ex- 
periment  Station  of  that  state,  which  position 


463 


he  accepted  in  preference  to  the  professorship 
because  it  offered  ampler  facilities  for  scien- 
tific work.  He  built  the  laboratories  of  the 
agricultural  experiment  station  and  estab- 
lished the  experimental  farm  at  Raleigh.  He 
organized  a  corps  of  scientific  assistants  and 
worked  there  for  seven  years,  doing  much  to 
develop  the  resources  of  the  state  and  to  bring 
them  to  the  attention  of  the  business  world. 
He  advocated,  through  newspaper  articles  and 
public  .speeches,  the  introduction  of  scientific 
studies  alongside  of  the  classics  in  southern 
institutions,  and  was  largely  instrumental  in 
establishing  the  Industrial  School  at  Raleigh, 
which  afterwards  became  the  North  Carolina 
College  of  Agricultural   and   Mechanical  Arts. 

He  organized  and  directed  the  state  exhib- 
its of  North  Carolina  at  the  Atlanta,  Boston, 
and  New  Orleans  E.xpositions,  and  at  the  last 
named  he  was  also  chief  of  the  department  of 
government  and  state  exhibits.  In  this  capac- 
ity he  visited  many  states  for  the  purpose  of 
interesting  capital  in  the  development  of  the 
natural  resources  of  the  South.  The  remark- 
able development  of  the  industries  of  North 
Carolina  dates   from  this  period. 

Meanwhile,  in  August,  1881,  Dr.  Dabney 
had  married  Mary  Brent,  daughter  of  Major 
Thomas  Y.  Hrent,  of  Paris,  Kentucky,  a 
woman  of  rare  charm  of  manner,  unusual  cul- 
ture and  refinement,  a  lady  of  the  old  school, 
in  whom  gentle  dignity  and  sweet  gracious- 
ness  unite.  She  is  a  woman  of  noble  character 
and  lofty  ideals,  and  has  been  of  vast  help 
to  her  husband  in  his  work. 

In  1887  Dr.  Dabney  was  appointed  Direc- 
tor of  the  Agricultural  Experiment  Station  of 
Tennessee,  and  a  .short  time  afterward  he  was 
elected  president  of  the  University  of  Ten- 
nessee. For  the  ne.xt  decade  and  a  half,  the 
story  of  his  life  is  largely  the  story  of  the 
growth  and  progress  of  that  institution.  When 
he  accepted  the  presidency,  the  University  of 
Tennessee  was  a  small  college  of  only  125 
students  and  an  incoine  of  about  $311,000.  This 
had  been  the  condition  of  its  affairs  for  scores 
of  years,  but  during  Dr.  Dabney's  connection 
with  the  institution  the  attendance  grew 
steadily  until  now  it  numbers  from  Toil  to 
800  in  all  departments  and  its  income  has  in- 
creased proportionately.  New  departments  of 
law,  agriculture,  and  education,  and  a  great 
summer  normal  school  were  established  under 
his  administration,  and  buildings  and  equip- 
ments to  the  value  of  $300,000  were  added. 

Without  Dr.  Dabney's  knowledge  he  was 
selected  by  President  Cleveland  at  the  begin- 
ning of  his  second  term  for  the  position  of 
Assistant  Secretary  of  .Agriculture.  The 
Board  of  Trustees  of  the  University  .gave  Dr. 
Dabney  a  leave  of  absence  for  four  years  on 
condition  that  he  should  continue  to  look  after 
the  general  affairs  of  the  University,  and 
should  come  back  to  them  at  the  end  of  that 
time.  .As  .Assistant  Secretarv  of  .Agriculture 
of  the  United  States,  Dr.  Dabney  helped  to 
put  the  scientific  bureau.x  of  the  Department 
of  .Agriculture  under  civil  service,  established 
the  Bureau  of  Soils  and  that  of  Agro.stolofv. 
and     did     much     to     develon    other     scientific 


agencies.  At  the  close  of  his  term  of  office 
he  was  requested  by  Secretary  Wilson  and 
President  McKinley  to  continue  in  the  De- 
partment, and  the  office  of  Director  of  Scien- 
tific Bureaux  was  made  for  him.  IJut  being 
under  obligations  to  return  to  Tennessee,  Dr. 
Dabney  accepted  this  position  with  the  under- 
standing tliat  he  would  resign  on  January  1, 
18118.  four  years  from  the  date  of  his  entry 
into  the  Department.  He  was  enabled  thus 
to  assist  the  new  secretary  in  further  or- 
ganinng  the  scientific  work  of  the  Department. 
During  his  residence  in  Washington,  he  made 
a  special  study  of  the  scientific  work  of  the 
government  departmeiUs  and  published  a  num- 
ber of  papers  in  which  he  pointed  out  the 
value  of  this  work  and  advocated  its  better 
organization  and  the  establishment  of  a  great 
scientific  institution  or  a  national  university. 
By  this  and  other  means  he  assisted  in  the 
organization  of  the  Washington  Memorial  In- 
stitution, which  afterwards  led  to  the  estab- 
lishment of  the  Carnegie  Institution.  During 
this  period  Mr.  Dabney  was  chairman  of  the 
Board  of  Government  Exhibits  at  the  Atlanta 
Exposition  and  at  the  Tennessee  Centennial 
Exposition.  Later  he  was  a  inember  of  the 
jury  of  awards  in  agronomic  at  the  Paris  Ex- 
position in    llloO. 

Returning  to  the  University  of  Tennessee 
in  181)8  Dr.  Dabney  again  took  up  the  work 
of  the  presidency  and  devoted  much  tiine  to 
the  development  of  the  public  schools  of  the 
state.  This  led  him  to  take  up  the  question 
of  public  education  in  the  southern  states,  a 
study  to  which,  in  recent  years,  he  has  devoted 
much  time  and  thought. 

At  an  educational  meeting  at  Winston- 
Salem  in  1(101,  he  proposed  the  organization  of 
a  board  to  make  a  camoaien  for  better  public 
schools  and  for  industrial  education  in  the 
South.  This  was  followed  by  the  establish- 
ment of  the  Southern  Education  Board  and  its 
associate  board,  the  General  Education  Board. 
Dr.  Dabney  became  head  of  the  bure-iii  of 
investigation  and  information  of  the  South- 
ern Education  Board  at  Knoxville.  Tennes- 
see, and  in  this  capacity  he  labored  for  the 
improvement  of  the  public  schools  of  the 
South.  He  did  more,  perhaps,  than  any  other 
man  to  make  the  Board  a  success.  Nothing 
gave  its  work  more  impetus  than  the  Summer 
School  of  the  South,  the  first  session  of  which 
was  held  at  Knoxville  in  li102.  and  which  he 
originated,  planned,  and  carried  through  at 
a  cost  of  $15,000.00.  It  was  attended  by 
thousands  of  southern  people  and  by  2,019 
registered  students.  Subsequent  sessions 
of  the  summer  school  have  been  even 
nermanently  established  as  a  regular  summer 
feature  of  the  University  of  Tennessee.  Its 
aim  being  primarily  to  benefit  southern  teach- 
ers, it  is  contributing  largely  to  the  rapid  edu- 
cational advance  now  takin.g  place  in  the 
South. 

Dr.  Dabney  was  selected  to  speak  for  the 
Southern  universities  at  the  celebration  of 
the  bi-centennial  of  Yale  University,  and  at 
that  time  he  received  the  degree  of  LL.  D.. 
"for  services  to  the  cause  of  education  in  the 


464 


South."  He  had  already  received  the  degree 
of  LL.  D.  from  Davidson  College  and  from 
Johns  Hopkins  University  on  the  occasion  of 
its  quarter  centennial. 

In  lHO-t  Dr.  Dabney  became  president  of  the 
University  of  Cincinnati.  His  inauguration 
into  the  office,  which  was  the  most  auspicious 
occasion  in  the  history  of  the  University,  was 
attended  by  delegates  from  the  leading  insti- 
tutions of  the  country  and  evoked  a  remark- 
able demonstration  of  pride  in  their  University 
on  the  part  of  the  citizens  of  Cincinnati. 

Even  during  the  short  time  he  has  Ijcen 
at  the  head  of  the  University  of  Cincinnati 
Dr.  Dabney  has  inaugurated  many  movements, 
both  intensive  and  extensive,  for  increasing  the 
efficiency  and  broadening  the  influenCL'  of  the 
institution.  The  intensive  movements  include 
those  toward  a  completer  organization  and 
closer  affiliation  of  all  the  departments  of  the 
University,  toward  raising  the  standard  of  its 
scholarship,  securing  larger  endowments,  and 
improving  its  buildings  and  equipments.  The 
extensive  movements  include  those  toward  se- 
curing closer  relations  between  the  University 
and  the  public  school  systems  of  the  city,  of 
the  state,  and  of  the  country  at  large,  and  with 
other  recognized  universities.  Through  all  of 
these  efforts  Dr.  Dabney  has  already  assumed 
a  prominent  place  among  the  educators  of  his 
adopted   state. 

Dr.  Dabney  is  a  man  of  broad  and  diver- 
sified culture,  and,  being  a  conscientious  Chris- 
tian, he  has  fostered  directly  and  indirectly 
every  movement  for  righteousness.  His  life 
has  been  ruled  by  a  consistent  and  noble  pur- 
pose. When  a  student  at  the  University  of 
Virginia,  he  deliberately  selected  chemistry 
and  the  related  sciences,  partly  from  a  natural 
bent,  under  the  strong  influence  of  Dr.  Mallet, 
but  chiefly  because  he  thought  that  through 
this  science  he  could  be  useful  in  the  develop- 
ment of  the  natural  resources  of  the  Soutli. 
Soon  realizing  that  this  development  could 
only  be  brought  about  with  technically  trained 
men,  he  became  an  advocate  of  scientific  and 
technical  education.  More  experience  and 
a  broader  view  led  him  to  see  that  the 
greatest  resources  of  the  South  lay  in  its 
untrained  boys  and  girls,  and  he  was  led 
thus  to  enter  the  field  of  general  educa- 
tion. After  having,  to  a  certain  extent,  real- 
ized, in  the  University  of  Tennessee,  his  ideal 
of  the  true  .American  University  as  the  fount- 
ain head  of  all  education,  general,  technical, 
nnd  professional,  and  thus  of  all  progress,  he 
brings  this  ideal  with  him  to  Ohio,  to  be  again 
realized    in   the    University   of   Cincinnati. 

Dr.  Dabney  is  a  member  of  the  Phi  Gamma 
Delta   fraternity,   the   Cosmos   Club   of   Wasli- 


ington,  the  Queen  City  Club  of  Cincinnati, 
The  National  Educational  Association,  the 
Southern  Educational  Association,  the  Allied 
Educational  Associations  of  Ohio,  the  School- 
masters and  the  Literary  Club  of  Cincinnati, 
the  Washington  Academy  of  Science,  The 
American  As.sociation  of  Social  Science,  the 
American  Association  for  the  Advancement  of 
Science,  the  Ohio  .Academy  of  Science,  and 
many  other  like  organizations,  .social,  educa- 
tional, scientific,  and  honorary,  both  in  Eu- 
rope and  America. 

Dr.  Dabney's  scientific  publications  have 
appeared  in  the  American  Chemical  Journal  in 
Science,  in  the  reports  of  the  American  As- 
sociation for  the  Advancement  of  Science,  and 
of  the  several  institutions  and  societies  with 
which  he  has  been  connected.  His  official  re- 
ports are  included  in  the  Reports  of  the  North 
Carolina  Experiment  Station,  the  Reports  of 
the  Tennessee  Experiment  Station,  the  Uni- 
versity of  Tennessee  Record,  the  Reports  of 
the  United  States  Department  of  Agriculture, 
the  Reports  of  the  Paris  Exposition  of  IPOd, 
the  Reports  of  the  Southern  Education  Board, 
etc. 

His  addresses  and  educational  papers  have 
appeared  in  various  magazines  and  reviews, 
-Among  them  are  "Washington's  University," 
in  the  Forum,  February  1900  —  an  address  de- 
livered at  the  memorial  celebration  held  under 
the  auspices  of  the  Washington  Memorial  As- 
sociation at  Washington,  D.  C,  on  the  occa- 
sion of  the  centennial  of  the  death  of  George 
Washington :  "Scientific  Education  in  the 
South,"  in  the  Cosmopolitan:  "A  National  De- 
partment of  Science,"  and  "The  National  Uni- 
versity," in  Science,  1807;  "the  College  and 
tlie  National  Defense,"  proceedings  of  the  As- 
sociation of  American  Colleges,  1890;  "The 
Public  School  Problem  in  the  South,"  an  ad- 
dress at  Carnegie  Hall.  New  York  and  "Jef- 
ferson the  Seer,"  proceedings  of  the  Confer- 
ence for  Education  in  the  South,  1901 ;  etc. 
He  writes  and  Speaks  with  great  vigor  and 
directness. 

He  prepared  the  chapter  on  "Agricultural 
Education"  for  the  volume  on  Education  in 
the  United  States,  edited  by  President  Butler 
of  Columbia  University.  He  contributed  ar- 
ticles on  "Agricultural  Education,"  "Condi- 
tion and  Progress  of  .Agriculture,"  "Agricul- 
tural Experiment  Stations  in  the  United 
States  Department  of  Agriculture,"  and  "Ca- 
nadian .Agriculture,"  for  the  last  edition  of  the 
Encyclopedia  Brittanica,  etc.  He  now  has  in 
nreparation  for  Macmillan  and  Company,  a 
History  of  Education  in  the  South. 


465 


JOSHUA    H.    JONES,    A.M.,    D.  D. 

President  of  Wilberfoixe  University  at  Wil- 
berforce,  Ohio,  the  oldest  college  for  the  edu- 
cation of  colored  youth  in  the  United  States, 
has  long  been  engaged  in  educational  work, 
and  his  labors  liavc  been  productive  of  last- 
ing good.  The  Reverend  Doctor  was  born  at 
Pine  Plains,  South  Carolina,  June  15,  18.5G, 
son  of  Joseph  and  Sylvia  Jones.  His  father 
was  a  farmer  by  vocation  and  a  man  of  much 
moral   worth. 

On  completing  his  public  school  studies  he 
entered  Claflin  University,  at  Orangeburg, 
South  Carolina,  and  graduated  therefrom  in 
1874,  with  the  degree  of  Bachelor  of  Arts. 
Later  he  took  a  course  at  Wilberforce  Uni- 
versity, and  was  graduated  in  1887,  with  the 
degree  of  Bachelor  of  Divinity.  He  has 
since  had  conferred  upon  him  the  degrees  of 
Master  of  .'\rts  and  Doctor  Divinity.  He  first 
taught  school  at  Fort  Mott,  South  Carolina, 
and  then  entered  the  ministry  of  the  A.  M. 
E.  Church  in  which  he  achieved  an  excellent 
reputation,  being  an  eloquent  speaker  and 
earnest  exhorter.  Five  years  ago  he  resigned 
from  the  pulpit  to  become  president  of  Wil- 
berforce University,  and  under  his  leadership 
the  college  has  largely  -'icreastd  its  resources 
and  influence. 

Doctor  Jones  is  a  member  of  the  Presi- 
dents' Association  of  the  State  of  Ohio  and 
the  National  Teachers'  Association.  In  1875 
he  was  married  to  Miss  Elizabeth  Martin,  by 
whom  he  had  four  children.  Some  years 
after  her  d^ce^se  he  was  united  to  his  pres- 
ent wife,  formerly  Miss  Augusta  E.  Clarke, 
to  whom  he  was  joined  in  1887. 


AUGUSTUS   B.  CHURCH,  A.  B.,  A.  M.,  D.  D. 

President  of  Buchtel  College.  .'Vkron,  Ohio, 
has  long  been  active  in  the  educational  field, 
and  is  prominently  known  to  the  public. 

He  was  born  in  North  Norwich,  Chenango 
•County,  New  York,  January  11.  1858,  his  par- 
ents being  A.  William  Church,  musician  and 
agriculturalist,  and  Catherine  (Conklin) 
Church,  He  was  given  a  most  thorough  edu- 
cation, .A.fter  studying  in  his  home  district 
school  he  became  a  student  in  tlie  Sherburne 
Union  School,  and  on  leaving  there  entered 
Clinton  Liberal  Institute  at  Fort  Plain,  New 
York,  thence  .going  to  St,  Lawrence  Univer- 
sity at  Canton,  New  York, 

He  was  graduated  from  the  Clinton  Liberal 
Institute  in  1882,  and  from  the  St.  Lawrence 
University  in  188(3  and  1888,  earning  the  de- 
grees of  A.  B..  A.  M„  and  D,  D,  The  first 
term  of  school  taught  by  Dr,  Church  was  at 
the  Park  school  district,  Columbus,  New 
York,  after  which  his  services  were  enlisted 
in  the  high  schools  at  Canton  and  Colton, 
New  York,  After  being  for  thirteen  years 
in  the  active  work  of  the  ministry,  he  was 
called  to  Buchtel  College,  Akron,  and  has 
proved  one  of  the  ablest  presidents  that 
worthy  institution  has  ever  had,  Dr,  Church 
is  a  member  of  the  Ohio  State  Teachers'  As- 
sociation, and  a  tuember  of  the   Masonic  fra- 


ternity. In  September,  1889,  he  was  married 
to  Miss  Anne  Atwood,  of  Canton,  N.  Y.,  and 
they  have  a  family  of  four  children. 


MISS   MARY   EVANS 

The  above  named  lady  is  one  of  the  best 
known  educators  in  Ohio.  Her  professional 
career  began  in  18(50,  and  her  life  has  been 
one  continued  round  of  usefulness,  of  study 
for  the  advancement  of  the  human  race. 
Miss  Ev.ANs  was  bor:i  in  Philadelphia,  Feb- 
ruary 11,  1841,  and  secured  her  earlier  educa- 
tion at  an  academy  in  Woodbury,  New  Jersey 
and  a  private  school  in  her  native  city.  Later 
she  became  a  student  in  Mount  Holyoke  Sem- 
inary, South  Hadley,  Massachusetts,  gradu- 
ating in  July,  180(1,  and  was  then  appointed 
instructor  in  Latin  and  History  at  that  insti- 
tution, continuing  in  that  capacity  up  to  18G8. 

In  the  latter  year  slie  was  elected  principal 
of  Lake  Erie  Seminary  and  later  became  presi- 
dent of  Lake  Erie  College,  at  Painesville, 
Ohio,  and  has  continued  to  hold  this  position 
to  the  present  time. 

Her  administration  has  been  a  most  suc- 
cessful one,  and  much  good  lias  been  accom- 
plished. Miss  Evans  is  a  member  of  the  Ohio 
College  Association  and  has  a  legion  of 
friends  in  both  professional  and  social  circles. 


M.    F.    ANDREW 

Principal  of  the  ■25th  District  School.  Fair- 
mount,  Cincinnati,  has  been  engaged  in  edu- 
cational work  for  upward  of  a  quarter  cent- 
ury, and  his  circle  of  acquaintances  in  the  edu- 
cational world  is  probably  more  extensive  than 
that  of  anyone  else  in  the  State.  ]\Ir.  .Andrew 
is  a  Buckeye  by  birth,  having  been  born  near 
.'^mesville.  Athens  county,  in  18-58.  son  of 
John  R,  and  Elizabeth  Andrew,  the  former  a 
carpenter  and  builder. 

He  was  educated  in  the  public  schools  of 
.\thens  county,  Ohio,  and  afterward  took  a 
course  in  the  Lebanon  Normal  School,  from 
which  he  was  graduated  in  1801,  His  engage- 
ments as  a  teacher  were  as  follows :  .Athens 
county,  three  years :  Lawrence  county,  one 
year ;  Pickaway  county,  three  years  :  Scioto 
county,  three  years ;  Pike  county,  three  years 
as  superintendent  ;  principal  of  the  Cheviot 
school,  Cincinnati,  two  years :  Linwood 
school  nine  years ;  assistant  superintendent, 
Cincinnati,  one  year :  25th  District  School,  his 
present   position,   two   years, 

Mr,  Andrew  is  a  member  of  the  Ohio  State 
Teachers'  Association,  the  National  Educa- 
tional Association,  the  Southwestern  Ohio 
Teachers'  Association,  the  Cincinnati  Princi- 
pals' Association,  and  the  Masonic  Order,  In 
1885  he  was  married  to  Aliss  iMelissa  Busic  of 
Five  Points,  Pickaway  county,  Ohio,  who  died 
in  November,  1002,  they  had  six  children,  two 
daughters  and  four  .sons.  The  eldest  daughter 
is  now  taking  a  classical  course  at  Lebanon. 
Ohio.  In  November,  lOO.S,  he  was  again  mar- 
ried to  Miss  Elizabeth  Willson  of  Jasper,  Pike 
county,  Ohio. 


466 


WILLIAM    OXLEY    THOMPSON 


William  Oxlev  Thompson,  the  honored 
Prcsiflent  of  the  Ohio  State  University,  has  a 
national  reputation  as  a  divine  and  scholar 
and  is  recognized  as  an  authority  in  all  mat- 
ters identified  with  the  world  of  education. 
His  experience  has  been  most  thorough, 
through  the  important  positions  he  has  held 
and  the  advantages  thus  offered  for  gaining 
knowledge,  while,  during  his  life  from  youth 
up.  he  has  ever  been  a  close  student  and  deep 
thinker.  President  Thompson  was  born  in 
Cambridge,  Guernfey  County,  Ohio.  Novem- 
ber o,  1855,  his  parents  being  David  Glen  and 
Agnes  Miranda  Thompson.  His  first  school- 
ing was  oljtaincd  in  the  villages  of  New  Con- 
cord, and  Brownsville,  Ohio. 

While  not  at  school  young  Thompson 
worked  on  his  father's  farm,  reading  and 
studying  whenever  chance  offered,  and  having 
by  his  labors  accumulated  sufficient  money  for 
the  purpose  he  entered  Muskingum  College, 
taking  a  classical  course,  and  in  1878.  had  the 
hcjnor  of  graduating  at  the  head  of  his  class, 
and  of  securing  tlic  degree  of  Bachelor  of 
Arts. 

Mr.  Thompson  then  took  up  the  study  of 
theology  for  which  he  had  a  strong  predilec- 
tion,  entering  the   Western   Theological    Sem- 


inary, Allegheny  City,  Pa.,  and  in  1882  he 
Graduated  with  honors.  In  1897  the  Western 
University  of  Pennsylvania  at  Allegheny,  Pa., 
gave  him  the  honorary  degree  of  Doctor  of 
Laws,  while  his  Alma  Mater  conferred  upon 
him  in  1881,  the  degree  of  Master  of  Arts, 
and  in  1891  that  of  Doctor  of  Divinity,  all 
well  deserved  honors.  In  1882  Mr.  Thompson, 
on  leaving  the  theological  seminary,  went  to 
Odebolt  Iowa,  to  become  pastor  of  a  con- 
gregation there.  Prior  to  this,  in  April,  1881, 
he  had  been  licensed  l)y  the  Presbytery  of 
Zanesville  at  Dresden.  Ohio,  and  in  July,  1882, 
at  Fort  Dodge,  Iowa,  he  was  ordained  by  the 
Presbytery  there  assembled.  In  1885  he  re- 
moved to  Longmont,  Col.,  where  he  held  a 
pastorate  for  over  .'■ix  years,  four  years  of 
wdiich  period  he  was  iiresident  of  the  Long- 
mont College,  which  was  first  opened  during 
his  stay  at  that  place.  At  the  expiration  of 
this  period,  or,  to  be  exact,  in  1891,  Mr. 
Thompson  was  chosen  president  of  tlie  Miami 
University,  at  Oxford,  Ohio,  and  he  officiated 
in  this  capacity  up  to  1899,  when  he  was 
tendered  and  accepted  the  coveted  position  of 
President  of  the  Ohio  State  University,  a 
position  he  continues  to  fill  with  marked  dis- 
tinction. 


467 


MISS    LILLIAN    WYCKOFF    JOHNSON,     Ph.   D. 


President  of  the  Western  College  for  Women, 
at  Oxford,  Butler  County,  Ohio,  was  born 
in  Memphis,  Tennessee,  June  Iti.  18(i4,  her 
parents  being  John  Gumming  Johnson,  manu- 
facturer, and  M.  Elizabeth  (Fisher)  John- 
son. Dr.  John.son  was  educated  in  private 
schools  in  Memphis  until  1878  when,  refugee- 
ing  in  Dayton  from  the  yellow  fever,  she 
attended  the  Cooper  Academy  of  that  city 
during  the  session  of  1878-79.  The  next  four 
years  were  spent  at  Wellesley  College,  two  in 
the  preparatory  department.  In  1889  she 
went  to  the  University  of  Michigan,  where 
she  received  the  Degree  of  Bachelor  of  Arts 
in  1891.  In  the  interim  between  her  stay  at 
Wellesley  and  the  University  of  Michigan, 
she  spent  one  year  at  the  State  Normal  School 
at  Cortland,  N.  Y. 

Her  professional  career  began  as  a  teacher 
in  the  Hope  Night  School,  Memphis,  after 
which  she  taught  in  the  Clara  Conway  Insti- 


tute in  Memphis.  From  1893  to  1897.  Miss 
Johnson  was  Instructor  in  History  in  Vassar 
College.  From  1897  to  1899  .she  traveled  and 
studied  in  Europe.  The  fall  of  1899  she  en- 
tered Cornell  University  as  the  holder  of  the 
Andrew  D.  White  Historical  Fellowship  and 
she  received  from  Cornell  University  in  1902 
the  degree  of  Doctor  of  Philosophy  in  Medie- 
val History.  In  1902  she  was  called  to  the 
University  of  Tennessee  as  Professor  of  His- 
tory in  the  Department  of  Education  and  re- 
mained with  that  institution  until  she  was 
elected  president  of  the  Western  College  for 
Women. 

Dr.  Johnson  is  a  member  of  the  .American 
Historical  Association,  the  .Association  of  Col- 
legiate Alumnae,  the  Southern  Association  of 
College  Women  and  the  Baltimore  .Associa- 
tion for  the  promotion  of  University  Educa- 
tion, and  is  an  honorary  member  of  the  Vas- 
sar Alumnae  Historical  Association. 


468 


JOHN    M.    DAVIS 


There  are  many  institutions  of  learning  in 
Ohio,  hut  none  tliat  is  surrounded  with  a 
greater  degree  of  revered  distinction  hy  its 
alumni  than  Rio  Grande  College,  of  Rio 
Grande,  this  State.  Many  now  well  known 
in  various  walks  of  life  are  pleased  to  call  it 
their  "alma  mater."  .\nd  of  these  of  the  pres- 
ent sreneration,  all  have  graduated  under  the 
regime  of  the  now  President,  Pkokessok  John 
M,  D.'Wis,  who  has  held  this  honored  incum- 
bency since  IHHl.  but  who  has  been  idcntitied 
with  the  College  for  over  a  quarter  of  a 
century.  John  M.  Davis,  a  typical  "self  made" 
American,  is  a  "Buckeye,"  his  birth  having 
occurred  Noveml)er  l(i.  1840,  at  Harrisonville, 
Meigs  County,  his  parents  being  William  and 
Samantha  (Chase)  Davis.  His  early  educa- 
tion was  received  in  the  public  schools  of 
Scipio  township,  his  mtivc  county,  and,  at 
the  ape  of  sixteen,  he  also  studied  in  Frank- 
lin College,  .'Mbany.  Ohio,  for  twelve  weeks. 
It  was  also  at  this  age  he  had  one  of  his  life's 
most  interesting  e.xpL-riences.  It  was  while 
the  nation  was  plunged  into  that  awful  inter- 
necine strife  —  the  War  of  the  Rebellion.  In 
1803,  he  then  being  but  a  youth  of  sixteen, 
served  the  United  States  government  as  an 
army  teamster  on  the  Kanawha  and  Gauley 
rivers  in  West  Virginia,  also  as  a  boatman  on 
a  government   vessel   on  the  Ohio  and  Kana- 


wha   rivers,   engaged    in   transporting   soldiers 
and  supplies. 

."Xt  the  age  of  eighteen  he  enlisted  as  a 
private  in  Company  E..  188th  Ohio  Volunteer 
Infantry,  and  was  in  active  service  for  over 
.■•even  months,  his  regiment  operating  in  mid- 
dle Tennessee  from  >larch  !)  until  September 
22.  18(i5,  and  he  performed  all  duties  that  fell 
to  his  lot  with  patriotic  zeal.  When  peace 
times  came  he  devoted  himself  once  more  to 
studv.  On  .A.pril  1,  18ti8.  he  entered  the  Ohio 
University  at  Athens,  Oliio,  and  was  gradu- 
ated June  20,  1873.  In  1880.  after  three  years 
of  home  study  and  examinations,  he  had  con- 
ferred upon  him  from  the  University  of 
Wooster,  Ohio,  the  degree  of  Doctor  of  Phil- 
osophy. Professor  Davis  also  studied  theol- 
ogy and  is  a  minister  in  the  Free  Bapti.st 
Church,  having  been  ordained  at  Ridgeville, 
Indiana,  in  1875.  He  has  done  much  ininis- 
terial  work  in  connection  with  his  educational 
labors.  For  two  years  he  was  president  of 
the  Ohio  Free  Communion  Baptist  .'Associa- 
tion, and  was  a  delegate  to  the  sessions  of  the 
Free  Baptist  General  Conference  held  at 
Minneapolis,  October,  1883:  Lowell,  Mass., 
October,  1892:  and  at  Hillsdale,  Michigan, 
October,  19(M.  .^t  the  conference  held  in 
Lowell  in  1892  he  had  the  distinction  of  de- 
livering the  opening  sermon,  and  his  handling 


469 


of  tile  subject  in  hand  gaiiud  Iiini  much  coni- 
phmentary  notice.  Professor  Davis  is  a  mem- 
ber of  the  Southeastern  Ohio  Teachers'_Asso- 
ciation.  and  was  its  president  in  1887-1888. 
His  pedagogical  career  began  at  an  early  age. 
In  the  winter  of  IStU  lie  taught  school  in 
Scipio  township,  Meigs  County,  Ohio,  and, 
later,  rural  and  select  schools  in  Bedford  and 
Rutland  townships,  same  county.  From  1872 
to  1874  he  was  principal  of  the  preparatory 
department  of  the  Ohio  University ;  1874-78, 
acting  president  of  Ridgeville  College,  In- 
diana: 1878-79,  principal  Wilkesville  Acad- 
emy, Ohio.  In  August,  1879  he  became  a 
teacher  in  Rio  Grande  College,  was  appointed 
president  of  that  institution  in  June,  1887,  and 
still  ably  fills  that  honored  position. 

On  June  22,  187(;,  Professor  Davis  was 
married  to  Miss  Jane  Elliott  Boyd,  who  had 
the  distinction  to  be  the  second  lady  to  grad- 
uate from  the  Ohio  University,  and  the  further 
honor  of  receiving  her  diploma  from  the  hands 
of  Rutherford  B.  Haves,  president  of  the 
United   States. 


BENJAMIN    T.   JONES 

Has  had  a  lengthy,  active  and  most  interesting 
career.  He  was  Ijorn  February  11,  1843,  in 
Wayne  county,  Ohio.  His  father,  David  K. 
Jones,  formerly  a  dry  goods  merchant,  is  still 
living  at  the  ripe  age  of  ninety,  at  Shreve, 
Ohio.  His  early  education  was  obtained  in 
the  public  schools  in  his  native  county.  Su" 
sequently  he  spent  two  years  in  the  Vermil  ■ 
ion  Institute  at  Hayesville,  Ohio.  He  began 
teaching  in  1802,  near  Shreve,  Ohio,  but  the 
Civil  War  being  in  progress  then,  and  Volun- 
teers being  called  for,  he  quit  teaching  and 
enlisted  as  a  private  in  the  120  Regiment, 
Ohio  Volunteer  Infantry,  when  nineteen 
years  of  age.  Through  faithful  performance 
of  his  soldierly  duties  he  was  made  Sergeant- 
Major,  in  18(33,  was  further  promoted  to  a 
first  lieutenancy,  and  in  1864  was  made  cap- 
tain of  Company  G,   120th   Regiment. 

Later  in  the  same  year  he  was  captured 
prisoner  at  Snaggy  Point,  Louisiana,  on  the 
Red  River,  and  taken  to  Tyler,  Texas,  where 
he  was  incarcerated  in  a  military  prison  for 
six  months,  his  release  being  effected  in  No- 
vember 18G4,  and  in  180o,  he  was  mustered 
out  of  service  by  rea.son  of  the  consolidation 
of  his  regiment  with  another.  He  then  en- 
tered Bethany  College,  West  Virginia,  and 
was  graduated  from  that  institution  in  18(38 
with  the  degree  of  Bachelor  of  Arts,  later 
having  the  degree  of  Ma.ster  of  Arts  conferred 
upon   him. 

He  was  given  the  position  of  assistant  pro- 
fessor of  Latin  and  Greek  at  Bethany  Col- 
lege. After  teaching  in  that  capacity  for  four 
years,  he  resigned  to  enter  business  at  Shreve 
Ohio.  He  followed  this  vocation  for  a  year, 
when  he  returned  to  pedagogical  work,  and 
taught  a  private  school  for  a  year  as  principal. 
In  1874  he  was  elected  superintendent  of 
schools  at  Millersburg,  Ohio,  for  two  years. 
Thence  he  went  to  Ashland.  Ohio,  as  superin- 
tendent  for  three  years,  and  then   to    Buchtel 


College,  Akron,  Ohio,  as  professor  one  year 
of  English,  of  Latin  and  Greek.  His  next 
incumbency  was  superintendent  of  schools  at 
Bellaire,  Ohio,  where  he  remained  for  four- 
teen years.  Declined  a  re-appointment  be- 
cause the  Board  of  Education  adopted  a 
course  of  study  he  objected  to.  Subsequent 
engagements  were  :  —  instructor  in  the  normal 
school  at  Smithville,  Ohio,  one  year;  princi- 
pal and  teacher  at  Wadsworth,  Ohio,  two 
years,  and  in  1899  he  went  to  Cleveland,  Ohio, 
as  night  school  teacher  and  high  school  sub- 
stitute in  the  high  schools.  After  a  year  in 
these  capacities  he  taught  for  a  year  in  the 
East  High  School,  and  then  was  assigned  to 
the  South  High  School,  where  he  has  since 
continued  as  instructor  of  English  and  Latin 
C.'^PT.MN  Jones  was  first  honor  man  in  the 
graduating  class  of  '(58,  Bethany  College.  He 
is  a  member  of  the  Grand  Army  of  the  Re- 
public, and  his  record  is  one  in  which  he  may 
justly  take  pride. 


BECK,    BERGENER    &    CO 

This  is  the  second  oldest  book  house  in 
Columbus  in  length  of  continuous  existence, 
and  is  one  of  the  first  in  the  favor  and  patron- 
age of  the  public.  One  of  the  specialties  of 
the  linn  is  the  handling  of  readers,  text-books 
and  school  supplies  of  every  description  for 
grammar  and  high  schools,  and  in  this  de- 
partment they  have  long  enjoyed  a  very  ex- 
tensive trade,  being  held  in  high  favor  by 
both  teachers  and  pupils  on  account  of  the 
very  liberal  methods  followed  by  them  in  all 
their  dealings.  They  keep  on  hand  all  the 
latest  standard  school  books  adopted  bv  the 
board  of  education  and  these  are  sold  at  low- 
est  possible   prices. 

This  house  is  almost  a  half  century  old, 
having  been  founded  .some  forty-five  years 
ago  by  I-'rederick  Uhlmann.  This  gentle- 
man's career  was  ended  in  a  most  melancholy 
manner,  he  being  lost  at  sea  from  the  steam- 
ship Schiller,  while  en  route  to  a  visit  to  his 
native    country  —  Germany. 

The  changes  in  the  firm  name  from  the 
foundation  of  the  hou.se  were  as  follows ; 
Frederick  LThlmann ;  L'hlmann  &  Glock ; 
Clock  &  Son ;  Glock  &  Beck,  1885,  and  three 
years  ago  the  present  firm  was  organized,  the 
co-partners  being  Messrs  George  Beck.  A.  H. 
Bergener  and  John  Lehr,  all  native  born 
Ohioans,  and  thoroughly  experienced,  enter- 
prising, up-to-date  merchants.  For  business 
uses  they  occupy  very  commodious,  admirably 
appointed  quarters,  wherein  is  carried  a  very 
heavy  stock  of  wall  paper,  fancy  and  staple 
stationery,  office  supplies,  artists'  materials, 
school  supplies,  standard  works  of  fiction,  toi- 
let specialties,  holiday  and  birthday  presents, 
gold  pens,  fountain  pens,  pictures,  frames  and 
novelties  in  profusion,  and  pictures  are  framed 
to  order  in  any  desired  style.  Wall  paper  is 
made  a  leading  feature,  and  the  assortment  is 
so  exhau.stively  complete  that  the  hardest  to 
please  can  here  have  their  wants  satisfactorily 
filled. 


470 


CHARLES   FRANKLIN  THWING 


The  Western  Reserve  University,  founded 
in  1826,  has  long  been  noted  as  one  of  the 
foremost  institutions  of  learning  in  the  land. 

Its  curriculum  is  sufficiently  exhaustive,  its 
faculty  ever  chosen  from  the  ablest,  and  the 
various  courses  of  instruction  are  conducted 
in  such  a  wise  manner  as  to  be  productive  of 
the  most  material  results. 

Since  1890,  Charles  Fr.\nklin  Thwing 
has  been  president  of  this  noted  University, 
and  under  his  leadership  the  efficiency  of  the 
institution  has  expanded,  its  influence  devel- 
oped, its  admirable  reputation  become  more 
widespread.  He  came  to  the  University 
heralded  by  former  accomplishments,  and 
since  his  inauguration  has  carried  out  a  system 
of  procedure  that  has  redounded  to  his  last- 
ing credit. 


President  Thwing  was  born  in  the  Pine 
Tree  State,  his  birth-place  being  New  Sharon, 
Maine,  his  natal  day  the  ninth  of  November, 
1853,  his  parents  Joseph  P.  and  Hannah  M.  C. 
(Hopkins)  Thwing,  the  former  a  now  retired 
business  man.  His  earliest  education  was  re- 
ceived in  the  public  schools,  followed  by  a 
course  at  Phillip's  Academy.  .Andover,  Massa- 
chusetts, and  then  a  course  of  studies  in 
world-famed  Harvard  Collcpc,  from  which  he 
•graduated  in  1876.  From  that  time  until  his 
appointment  to  the  presidency  of  the  Western 
Reserve  University,  his  career  was  a  record 
of  ability  well  applied  and  duly  awarded. 

He  has  received  the  degree  of  "D.  D.," 
and  also  of  "LL.  D.,"  from  several  colleges. 
On  September  18,  1879,  President  Thwing  was 
married  to  Miss  Carrie  T.  Butler,  and  their 
union   has   been   blessed    with    three    children. 


t 


471 


LEROY     A.     BELT,    A.M.,     D.  D. 


i 


In  the  annals  of  education  in  Oliio,  in 
which  so  many  distingnished  names  appear, 
a  position  of  prominence  is  occjipied  by  the 
snbject  of  this  sketch.  His  career  has  been 
distinctively  a  most  successfnl  one,  replete 
with  beneficent  work  and  professional  tri- 
umphs. Though  imobtrusive  in  his  methods, 
yet  his  untiring  energy,  conscientious  efforts, 
and  persistent  labors  have  been  resultant  of 
the  utmost  good  and  uplift  in  every  field  in 
which  he  has  exercised  his  talents.  He  is 
one  of  Ohio's  veteran  educators  and  divines^ 
a  scholar  of  profound  depth,  a  gentleman  of 
rare  literary  attainments,  and  most  engaging 
personality. 

As  "by  their  works  shall  ye  know  them," 
so  shall  his  life-work  ever  breathe  the  in- 
cense of  noble  devotion  to  the  cau.se  of  mor- 
alitv  and  humanity.  Leroy  A.  Belt,  who  has 
earned  the  degree  of  M.  D.,  is  an  Ohioan  by 
birth,  having  been  born  in  Galena,  Berkshire 
Township,  this  State,  January  13,  1837.  He 
was  raised  on  the  farm  owned  by  his  worthy 
parents,  Alvin  T.  and  Barbara  Belt,  both  now 
deceased,  and  experienced  the  usual  life  of  a 
country  boy,  attending  the  district  school  near 
Galena  in  the  winter,  and  working  on  the 
farm  in  .summer.  Ever  ambitious  to  learn 
and  secure  a  higher  education  he  finally  en- 
tered the  Ohio  Wesleyan  University  at  Dela- 
ware, Ohio,  whither  his  parents  moved   when 


he  was  at  the  age  of  13,  and  after  taking  a 
full  course  of  studies,  was  graduated  from 
that  institution  with  honors,  in  ISlil.  In  the 
same  year  he  entered  upon  a  ministerial 
career,  spreading  the  light  of  the  Gospel,  the 
divine  influence  of  the  Scriptures,  and  his 
natural  eloquence  and  scholarship  and  force- 
fulness  enabled  him  to  accomplish  much  good 
in  the  Master's  service.  .As  pastor  and  pre- 
siding elder  he  has  traveled  over  the  north- 
west quarter  of  Ohio  without  intermission 
from  labor  except  as  he  has  served  the  church 
as  delegate  to  the  General  Conference  every 
four  years  since  18Tti.  He  retired  from  the 
ministry  four  years  ago  to  become  president 
of  the  Ohio  Northern  University  at  ."^da, 
Ohio,  a  position  for  which  his  e-xperience  and 
erudition  have  equipped  him  in  an  eminently 
high  degree,  and  in  which  he  is  winning  fresh 
laurels  to  add  to  his  already  excellent  reputa- 
tion. Under  his  leadership  the  university  is 
increasing  its  field  of  usefulness  and  main- 
taining that  efficiency  for  which  it  has  been 
renowned.  Dr.  Belt  is  a  valued  member  of 
the  Masonic  Order,  also  of  the  Beta  Theta 
Pi  Greek  letter  fraternity.  On  July  -'0,  1862, 
he  was  married  to  Miss  Rachel  Burgett,  a 
lady  of  admirable  attainments,  and  they  have 
had  four  children,  two  of  whom  are  deceased. 
Two  sons  survive,  and  both  are  physicians, 
now  practising  in  Kenton,  Ohio. 


472 


WILLIAM    FRANCIS   WHITLOCK,   D.  D.,   LL.  D. 


Dr.  Whitlock  is  one  of  the  oldest  and  best 
known  of  Ohio's  educators  and  divines,  and 
has  a  splendid  record  to  liis  credit.  He  was 
born  west  of  Dayton,  in  Montgomery  county, 
Oliio,  on  the  farm  owned  by  his  parents,  Elias 
Bai<er  Whitlock-  and  Mary  (Johnson)  Whit- 
lock. His  earlier  education  was  secured  in  the 
district  and  village  schools  near  his  birth- 
place, after  which  he  attended  school  at  West 
Chester,  Butler  county,  Ohio,  and  then  fol- 
lowed a  preparatory  and  collegiate  course  in 
the  Ohio  Wesleyan  University,  from  which 
he  was  graduated  in  186!*.  In  187il  he  received 
the  degree  of  Doctor  of  Divinity  from  Bald- 
win University,  Berea,  Ohio,  and  in  18!l!(  bad 
the  degree  of  LL.  D.,  conferred  upon  him  by 
Syracuse  University,  of  Syracuse,  New  York. 
He  first  taught  in  district  schools  in  Mont- 
gomery and  Preble  counties,  Ohio,  and  in  ISoT 
was  elected  superintendent  of  the  city  schools 
of  Delaware,  Ohio.  Since  March  3,  185(1,  he 
has  been  a  teacher  in  the  Ohio  Wesleyan 
University.  From  1850  to  18(54  he  was  a  tutor 
in  ancient  languages,  and  from  the  latter  year 
up  to  the  present  time  has  been  professor  of 
•  Latin.  In  the  years  187fi-7.  he  was  instru- 
mental   in    the    organization    of    the    chair    of 


English  language  and  literature  and  accepted 
its  duties  as  extra  work  until  a  regular  pro- 
fessor was  employed.  From  1877  to  1883  he 
officiated  as  Dean  of  the  Ladies'  Department 
of  the  Lhiiversity.  He  has  represented  the 
North  Ohio  Conference  in  the  General  Confer- 
ence—  the  supreme  council  of  the  Methodist 
church — ever  since  1884.  From  the  latter  year 
to  the  present  he  has  been  a  member  of  the 
publishing  committee  of  the  church,  and  since 
1893  has  been  chairman  of  that  cominittec. 
For  many  years  he  has  held  membership  in  the 
Association  of  Ohio  Colleges,  and  is  also  a 
member  of  the  Central  Ohio  Schoolmasters' 
Club.  Dr.  Whitlock  has  written  quite  exten- 
sively for  the  periodical  press  of  Methodism, 
and  in  l!Kl3  wrote  "The  Story  of  the  Book 
Concerns,"  an  outline  history  of  the  great 
publishing    interests   of    Methodism. 

On  August  2,  1805,  he  was  married  to  Miss 
Martha  Jane  Howe,  of  Delaware,  Ohio,  with 
whom  he  lived  happily  for  thirty-five  years,  or 
up  to  October,  10(10,  when  her  lamented  de- 
cease occurred. 

Dr.  Whitlock  is  a  profound  scholar,  a 
close  student,  an  eloquent  speaker,  and  com- 
mands the  highest  esteem  of  all  who  know 
him. 


473 


STEPHEN   WESTON,    PH.   D. 


President  of  Antioch  College,  Yellow  Springs, 
Greene  county,  Ohio,  was  born  in  Madison, 
Maine,  in  1855,  and  up  to  the  age  of  nine  lived 
on  the  farm  of  his  parents,  Reuel  Weston  and 
Esther  Burns  Weston. 

There  he  attended  the  public  schools,  and 
on  removing  to  Skowhegan,  Maitie,  where  he 
lived  until  fourteen  years  of  age,  continued 
his  school  studies  there.  Next,  he  entered  the 
preparatory  school  of  Antioch  College,  and 
later  took  a  full  collegiate  course,  graduating 
in    1879. 

He  also  took  two  years  of  graduate  work  at 
the  University  of  Michigan  and  two  years  at 
Columbia  University.  He  taught  first  in  a 
country  school  near  Yellow  Springs  for  a  year, 
and   later   became   an    instructor    in    Columbia 


University.  On  concluding  his  services  there 
Professor  Weston  was  apopinted  associate 
professor  of  Political  and  Social  Science  in 
Western  Reserve  University,  at  Cleveland, 
Ohio,  continuing  there  until  his  election  as 
President  of  .Antioch  College.  This  is  a  non- 
sectarian  Christian  institution,  open  to  both 
sexes.  Classical  and  scientific  studies  are 
given  special  attention.  Under  the  present 
president  its  usefulness  and  efficiency  have 
been  greatly  enhanced.  Professor  Weston  is 
a  member  of  the  Association  of  Ohio  Colleges, 
the  Ohio  College  Presidents'  Association  and 
the  Greene  County  Teachers'  Association,  and 
is  the  author  of  Principles  of  Justice  in  Tax- 
ation. In  1896  he  was  married  to  Miss  Nellie 
P.  Phinney,  and  they  have  a  bright  son  to 
enliven  their  home. 


474 


ALBERT    BURDSALL    RIKER 


This  Rentlenian.  who  has  heen  President 
of  Mount  Union  College  since  18fl8,  is  one 
of  Ohio's  hcst  known  educators,  having  heen 
actively  engaged  in  the  educational  field  for 
the  past  third  of  a  century.  He  is  a  native 
of  Ohio,  having  been  born  at  New  Albany, 
this  state,  on  October  19,  1852.  son  of  Samuel 
Clark  Riker  and  Amanda  S.  (Cochran)  Riker, 
the  former  a  minister  in  the  Methodist  Epis- 
copal Church.  In  his  early  youth  he  attended 
the  nublic  schools  of  Somerset,  Perry  county, 
and  subsequently  studied  in  schools  at  Zanes- 
ville,  Portsmouth.  Groveport,  Lafayette.  Rey- 
noldsl)urg.  and  Mifflin  township,  all  in  Ohio. 
Me  tlien  entered  Ohio  Wesleyan  University, 
and  was  graduated  therefrom  in  1870.  Mr. 
Riker  first  taught  school  in  Hamilton  town- 
ship, Franklin  county.  Ohio,  and  went  thence 
to  Plain  City,  Madison  county.  Ohio,  where 
he  remained  from  1872  to  1870.  On  grad- 
uating from  college  Mr.  Riker  accepted  a  call 
from     the     Methodist     Episcopal     church     at 


VVorthington,  Ohio,  and  filled  the  pulpit  there 
up  to  1881.  His  subsequent  incumbencies  in  a 
similar  capacity  were  as  follows :  at  Colum- 
bus. Ohio,  1881  to  1884 ;  Athens,  Ohio,  1884 
to  1887  ;  Chattanooga,  Tennessee,  1887  to  1891 ; 
Wheeling,  West  Virginia,  1891  to  180(5; 
Charleston,  West  Virginia,  1896  to  1898.  In 
the  latter  year  he  was  appointed  President  of 
Mount  Union  College  at  Alliance.  Ohio,  and 
still  continues  to  most  efficiently  discharge 
the  arduous  duties  of  this  responsible  po- 
sition. 

Mr.  Riker  is  a  member  of  the  Masonic 
Order,  the  .Ohio  College  Association,  and  the 
Ohio  College  Presidents'  Association.  On 
August  18,  1881,  he  was  married  to  Miss 
^lary  Edith  Davis,  of  Dublin,  Ohio,  and  their 
union  has  resulted  in  four  fine  children,  who 
have  been  named,  respectively,  Charles  Ross, 
Samuel  Clark,  Olive  Marie  and  Albert  Joyce 
Riker. 


474a 


CHARLES    ERVINE    MILLER,    O    D. 


Although  young  in  years,  Dr.  Miller  has 
long  occupied  a  prominent  position  in  Ohio's 
educational  field.  His  advanced  ideas  and 
methods,  all  along  rational  lines,  are  well 
known  to  his  colleagues  and  the  public. 

Dr.  Miller  was  born  on  a  farm  near  Mas- 
sillon,  Ohio,  on  February  24,  1807,  his  parents 
being  Peter  and  Angeline  Miller.  Aiter  at- 
tending the  public  schools  of  Massillon.  and 
graduating  from  the  high  school  of  that  town, 
he  became  a  student  in  Heidelberg  Academy, 
Tiffin,  Ohio,  and  followed  this  with  courses 
in  the  Heidelberg  University  and  the  Heidel- 
berg Theological  Seminary,  and  the  Union 
Theological  Seminary.  New  York.  He  was 
graduated  from  Heidelberg  University  in  1886, 
and  in  1890  that  institution  conferred  upon 
him  the  degree  of  Master  of  Arts.     In   19W 


he  was  appointed  Professor  of  Practical  Theol- 
ogy in  the  Heidelberg  Theological  Seminary. 
and  held  this  chair  until  June,  1SMI2,  when 
he  was  elected  President  of  Heidelberg  Uni- 
versity, the  position  he  still  dignifies. 

Dr.  Miller,  for  two  years  preceding  Febru- 
ary, l!IOo,  was  president  of  the  Ohio  College 
Presidents'  Association.  On  December  12, 
1894,  he  was  married  to  Miss  Laura  G.  Car- 
ver, of  Navarre,  Ohio,  a  lady  most  estimably 
known  in  society,  and  their  happy  union  has 
resulted   in   the   birth  of  one   child. 

Dr.  Miller  has  been  a  valued  contributor 
to  educational  and  scientific  publications,  is 
known  for  his  progressive  traits  of  thought 
and  practice,  and  his  life-work  is  indelibly 
carved  in  the  educational  upbuilding  of  his 
native   State. 


474b 


PROF.    EDMUND    B.    WAKEFIELD 


Acting  president  of  Hiram  College,  Hiram, 
Portage  County,  Ohio,  was  born  in  Greens- 
burg.  Trumbull  County,  August  27,  1846. 
His  parents  were  Edwin  and  Mary  Payne 
(Churchill)  Wakefield,  and  his  father  was  a 
prominent  and  much  loved  minister  of  the 
Gospel. 

The  public  schools  and  the  old  Greens- 
burg  Select  School  furnished  his  earlier  edu- 
cation. After  serving  as  a  soldier  most 
actively  in  the  later  campaigns  of  the  Civil 
War,  he  entered  Hiram  College  in  18(!<),  and 
was  graduated  as  A.  B.  in  1870.  In  1871  he 
was  appointed  professor  of  Natural  Science 
in  this  institution  under  the  presidency  of 
B.  A.  Hinsdale ;  and  later  he  gave  approved 
service  in  the  United  States  Geological  Sur- 
vey of  the  territories  under  Dr.  F.  V.  Hayden. 

Early  training  and  association  led  him  to 
the  work  of  the  ministry,  and  for  seven  years 
he  served  as  pa.stor  of  the  Christian  Church 
at  Warren.   Ohio,  resigning  in  1890  to  accept 


a  professorship  at  Hiram ;  and  since  1903,  not 
desiring  the  presidency,  he  has  been  con- 
strained to  act  as  president.  He  is  said  to 
have  known  every  graduate  of  Hiram  Col- 
lege, and  among  the  hundreds  that  have  gone 
forth  he  has  an  unusual  circle  of  friends. 
For  several  years  he  wrote  the  Standard  Sun- 
day School  Commentary,  he  has  frequently 
addressed  educational  associations,  and  as  a 
member  of  the  Grand  .Army  of  the  Republic, 
he  is  often  called  on  for  war  memories. 

On  .August  23.  1870,  he  was  married  to 
Miss  Martha  A.  Sheldon  of  Aurora,  Ohio, 
and  three  sons  and  one  daughter,  who  have 
gone  out  happily  to  the  work  of  life,  have 
been  born  to  them.  Professor  Wakefield 
has  often  spoken  upon  such  subjects  as  "The 
Last  Campaign  of  the  Civil  War,"  "Up  the 
Yellowstone  in  "72,"  and  "Somebody  Must"; 
but  he  aLso  is  at  home  in  talking  of  "The 
Text  Books  of  Our  Fathers,"  and  his  heart 
is  always  in  educational  work. 


475 


CHARLES    S.    HOWE,    Ph.D. 


President  of  the  Case  School  of  Applied  Sci- 
ence at  Cleveland,  Ohio,  was  born  at  Nashua, 
New  Hampshire,  September  "29,  1858.  his  par- 
ents being  William  R.  Howe,  mannfactnrer 
and    Susan    D.    (Woods)    Howe. 

His  education  was  received  in  the  gram- 
mar schools  of  Boston,  Mass.,  the  Massachu- 
setts Agricultural  College,  the  high  school  of 
Franklin,  the  Boston  University,  from  which 
he  graduated  in  1878,  and  the  Johns  Hopkins 
Univer;  ity,  Baltimore,  Maryland.  He  first 
taught  in  the  high  school  at  Longmeadow, 
Massachussetts,  in  1879,  and,  later  in  the  same 
year,  went  to  Albur|uerc|ue,  New  Mexico, 
where  he  remained  until  1881.  In  1888  he 
became    Professor    of    Mathematics    and    As- 


tronomy in  the  Buchtel  College,  at  Akron, 
Ohio.  Resigning  in  1889  he  was  appointed 
Professor  of  Mathematics  and  Astronomy  in 
the  Case  School  of  Applied  Science,  contin- 
uing in  that  capacity  up  to  1902,  when  he  was 
elected  president  of  the  school. 

President  Howe  is  a  member  of  the  Na- 
tional Enducational  As.-jociation.  Fellow  of  the 
American  .Association  for  the  Advancement 
of  Science,  Fellow  of  the  Royal  Astronomical 
Society,  and  a  member  of  the  American 
Mathematical  Society,  In  May  1882,  he  was 
married  to  Miss  Abbie  A.  Waite,  of  North 
Amherst,  Massachusetts,  and  they  have  a 
family  of  three  sons. 


471) 


CHARLES    G.    HECKERT 


Of  the  numerous  noteworthy  educational 
institutions  of  Ohio  there  is  none  that  has 
achieved  greater  distinction  or  that  enjoys  a 
higher  reputation  than  Wittenberg  College,  of 
Springfield,  this  State.  There  liave  been  many 
distinguished  professors  in  the  chairs  of  this 
"hall  of  learning,"  and  all  who  have  been 
students  there  are  proud  to  call  it  their  Alma 
Mater. 

The  present  president  of  the  college.  Pro- 
fessor Ch.\ri,es  G.  Heckert,  is  a  gentleman 
of  high  scholarly  attainments,  and  a  master 
of  his  specialties  —  English  and  Logic. 

President  Heckert  was  born  March  "22, 
18(i8,  in  Northumberland.  Pennsylvania,  where 
he  was  reared  in  the  home  of  his  parents, 
Benjamin  and  Sarah  (Durst)  Heckert,  to- 
gether with  his  three  brothers  and  two  sisters. 
He  attended  the  public  schools  at  Sunbury, 
Pennsylvania,  and  after  graduating  from  the 
Sunbury   High   School   took  a  course  at  Wit- 


tenberg College,  graduating  in  188()  with  the 
degree  of  "A.  B.,"  and  in  188!)  he  had  the 
degree  of  "B.  D.,"  conferred  upon  him.  For 
the  two  years  following  he  was  a  tutor  in  the 
Academy  at  Wittenberg,  and  then  received 
deserved  promotion,  being  made  principal  of 
the  Academy.  After  successfully  filling  this 
position  from  1891  to  1893,  Professor  Heckert 
was  elected  to  the  chair  of  English  and  Logic, 
and  presided  in  that  department  for  ten  years, 
or  up  to  1903,  when  he  was  elected  president 
of  Wittenberg,  and  continues  efficiently  to  dis- 
charge the  duties  of  that  honored  position. 
Carthage  College  gave  him  the  degree  of  "D. 
D."  in  1899. 

President  Heckert  is  a  prominent  member 
of  the  Masonic  Order,  and  the  Beta  Theta  Pi 
Fraternity,  and  was  formerly  a  member  of  the 
City  School  Board.  On  July  24,  1889,  he  was 
married  to  Miss  Ada  Rachael  Royer,  a  lady 
of  refined  attainments,  and  they  have  a  pleas- 
ant  residence  in  Springfield. 


477 


EMORY    WILLIAM     HUNT 


Denison  University  is  one  of  the  old  time- 
honored  educational  institutions  in  the  great 
school  and  college  system  of  Ohio,  and  many 
prominent  Americans  have  owned  it  proudly 
as  their  Alma  Mater.  The  president  of  Den- 
ison, the  subject  of  this  sketch,  is  recognized 
as  a  foremost  educator  among  his  contem- 
pararies,  trustworthy  teacher  and  moral  guide, 
and  his  influence  has  been  exerted  for  an  in- 
calculable amount  of  good  during  his  career 
up  to   date. 

President  Hunt  is  a  native  of  the  Empire 
State,  having  lieen  born  at  East  Clarence, 
New  York,  and  after  attending  the  district 
school  in  that  .section  for  ten  years,  he  took  an 
academic  course  in  the  Buffalo  State  Normal 
School,  following  it  was  a  collegiate  course 
in  the  University  of  Rochester,  New  York, 
from  which  he  graduated  in  1884.  Mr.  Hunt 
next  entered  the  Crozer  Theological  Semin- 
ary, and  graduated  in  1887.  He  received  the 
honorary  degree   of  Doctor  of   Divinity   from 


Denison  University  in  1901,  and  the  degree 
"LL.  D."  from  the  University  of  Rochester, 
N.  Y.  in  1902.  His  first  charge  was  as  pastor 
of  the  Ashland  Avenue  Baptist  Church,  To- 
ledo, Ohio,  and  he  filled  the  pulpit  there  from 
1887  to  1900,  when  he  received  a  call  from  the 
Clarendon  Street  Baptist  Church,  Boston, 
Mass.  which  he  accepted,  and  he  labored  in 
that  field  up  to  1902,  when  the  presidency  of 
Denison  University  was  tendered  him,  and 
since  January  of  that  year  he  has  been  in- 
cumbent of  this  responsible  office,  fulfilling  its 
duties  in  a  manner  fully  exemplifying  his 
knowledge,  experience,  and  sound  executive 
ability. 

On  August  24,  1892,  President  Hunt  was 
united  to  Miss  Elizabeth  Olney,  and  they  have 
an  interesting  family  of  three  children.  He  is 
a  member  of  the  Ohio  College  Association, 
the  Alpha  Delta  Phi,  and  Plii  Beta  Kappa, 
and  his  record  is  one  in  which  he  may  justly 
take   pride. 


478 


GEORGE    BLAKE    ROGERS,    B.  D.,    Ph.  D. 


President  of  Baldwin,  and  recognized  as  one 
of  the  leading  educators  in  Ohio,  was  born 
April  6,   1804,  at  Oshkosh.   Wisconsin. 

His  parents.  George  Rogers  and  Content 
E.  (Blake)  Rogers,  were  among  the  pioneer 
settlers  of  Wisconsin,  going  there  from  Craw- 
ford County,  Ohio,  some  sixty  years  ago,  their 
mode  of  conveyance  being  one  of  the  crude 
road  wagons  of  those  days.  Mr.  Rogers'  edu- 
cation was  received  in  the  public  schools  and 
the  State  Normal  School  of  O.shkosh,  Wis- 
consin, the  Cambridge  High  School,  Cam- 
bridge. Massachusetts,  Bo.^ton  University, 
Boston,  Mass.,  Drew  Theological  Seminary, 
and  a  post-graduate  course  in  the  School  of 
all  Sciences,  Boston.  He  graduated  from  the 
Boston  University  in  1883.  the  Drew  Semin- 
ary in  188(i,  the  School  of  all  Sciences  in 
189.3,  receiving  the  degree  of  B.  D.  and   Ph.  D. 

His  first  important  engagement  was  when 
he  was  sent  to  the  Mexican  border  by  the 
Methodist  Episcopal  Church.  There  his  first 
work  was  at  El  Paso,  Texas,  where  he  or- 
ganized and  founded  the  first  church  of  that 
denomination  in  that  section.  Later  he  trav- 
eled along  the  Rio  Grande  and  established 
missions  at  San  Eleazario,  Las  Crusis  and 
Messilla,  New  Mexico.  Thence  he  was  trans- 
ferred to  educational  work,  being  elected  to 
the  vice-presidencv  and  chair  of  Greek  in 
Fort    Wayne    College.      Two    years    later    he 


went  to  South  Weyni.r.'.th,  Massachusetts,  as 
principal  of  .schools,  afterward  becoming  Mas- 
ter of  Drummer  Academy,  Bylield.  .Mass., 
the  oldest  academy  in  New  England.  On  con- 
cluding his  .services  there  Mr.  Rogers  went 
to  Cleveland,  Ohio,  and  for  ten  years  was  an 
instructor  in  the  University  School.  During 
this  time  he  became  interested  in  the  Helman- 
Taylor  Company,  of  Cleveland,  and  finally  de- 
voted his  entire  time  to  their  interests.  For 
five  years  he  was  vicc-oresident  and  assistant 
treasurer  of  this  company,  and,  during  this 
period,  he  also  became  one  of  the  incorpor- 
ators and  directors  of  the  Equity  Savings  and 
Loan  Company,  the  Brilliant  Electric  Com- 
nany.  tlie  Park  Realty  Company,  the  .'Arcade 
News  Company,  and  he  was  organizer  of  the 
Melody  Publishing  Company.  After  these 
years  of  valuable  business  experience,  Mr. 
Rogers  returned  to  the  University  School, 
remaining  there  until  his  election  to  the  presi- 
dency of  the  Baldwin  University  at  Berea, 
Ohio.  His  theological,  college  and  business 
exoeriences  combined  have  peculiarly  fitted 
him  to  make  an  especially  strong  leader  in  an 
institution  of  this  character,  and  under  him 
the  university  is  enhancing  its  influence  and 
nower  in  the  educational  world.  Mr.  Rogers 
is  a  Knight  Templar  and  also  an  Odd  Fellnv. 
In  1880  he  was  married  to  Miss  Bertha  Mor- 
gan, and   they  have  one  child,  a  daughter. 


479 


PROF.   LOUIS    EDWARD    HOLDEN 


President  of  the  University  of  Wooster, 
Wayne  County,  Ohio,  was  born  in  Rome, 
New  York.  April  30,  1863,  son  of  William 
Rufus  Holden,  dealer  in  granite  and  marble 
and  Ann  Elizabeth  (Davis)  Holden.  He 
secured  his  earlier  education  in  the  public 
schools  of  Utica,  New  York,  and  then  took 
courses  in  the  preparatory  school  and  college 
of  Beloit  College.  Beloit,  Wisconsin,  gradu- 
ating therefrom  with  the  class  of  1888.  Fol- 
lowing this  he  took  his  theological  course  at 
the  Princeton  Theological  Seminary,  on  the 
completion  of  which  he  was  called  to  Beloit 
college  as  professor  in  Bible  and  Oratory  in 
1891.  In  1899  he  was  called  from  Beloit  to 
Wooster,  Ohio,  as  president  of  the  University 


there,  in  which  position  he  has  since  earned 
distinguished  honor. 

In  1899  Beloit  College  conferred  upon  him 
the  degree  of  Doctor  of  Divinity.  In  1900 
Lake  Forest  College  conferred  upon  him  the 
degree  of  Doctor  of  Laws.  In  1901  Wash- 
ington and  Jef?erson  Colleges  conferred  upon 
him  the  same  degree. 

Mr.  Holden  is  a  member  of  the  Ohio 
College  Presidents'  Association,  and  also  the 
Presbyterian  College  Presidents'  Association 
of  the  Middle  West. 

On  September  "i9,  1890,  he  was  married  to 
Miss  Harriet  Eliza  Simmons,  of  Utica,  N.  Y., 
and  they  have  a  pleasant  home  in  Wooster, 
which  is  a  mecca  for  their  host  of  friends  and 
acquaintances. 


480 


LEWIS    BOOKWALTER,    A.M.,    D.  D. 


For  tlic  past  third  of  a  century  Professor 
Lewis  Bookwai.tek  has  hsen  prominently 
idcntiiicd  witli  theological  and  educational 
work,  and  his  name  is  well  and  favorably 
known  to  his  contemporaries  in  all  parts  of 
the  United  States.  He  has  ever  been  a  close 
student,  and  a  profound  thinker,  and  his  labors 
have  been  productive  of  much  good  in  the 
fields  where  he  has  directed  his  energies.  Pro- 
fessor Bookwalter  is  descended  from  one  of 
the  earliest  settlers  of  central  Ohio.  He  was 
born  near  Hallsville.  Ross  county,  Ohio.  Sep- 
tember IS.  lf<4(i,  his  father,  who  was  born  at 
the  same  place,  being  the  Rev.  Isaac  L.  Book- 
waiter,  a  well  known  minister  of  his  day.  Up 
to  his  sixteenth  year  his  time  was  divided 
between  work  on  his  parents"  farm  and  attend- 
ance at  the  country  schools.  In  18(i4  the  fam- 
ily removed  to  Blue  Earth  county.  Minnesota, 
and  in  18f)8  our  subject  entered  Western  Col- 
lege, at  Western,  Linn  county,  Iowa,  gradu- 
ating from  the  classical  course  in  \S'2.  In 
1W7  he  graduated  from  Union  Biblical  Semi- 
nary at  Dayton.  Ohio.  In  18(i,")  Mr.  Book- 
waiter  became  a  member  of  the  United  Breth- 
ren Church,  was  licensed  to  preach  by  the 
Iowa  Conference  in  lH~->,  and  ordained  in 
1887. 

From    1871    to 
Western    College, 


1878  he  was  treasurer  of 
his  Alma  Mater,  and  in 
187.3  was  appointed  Professor  of  Ancient 
La"guages    in    that    institution,    resigning    in 


18i!)  to  occupy  a  similar  position  in  Westtield 
Cciilege.  Westtield.  Illinois,  which  he  held  up 
to  1881,  when  he  removed  to  Greenville,  Fast 
Tennessee,  where  he  became  Principal  of  Kd- 
wards  Academy.  In  1888  the  professor  was 
appointed  President  of  Westtield  College,  Illi- 
nois, retaining  this  office  two  years,  and  re- 
signing in  188.")  to  enter  Union  Biblical  Senn'- 
nary  at  Dayton.  Ohio.  He  founded  the  Oak 
Street  United  Brethren  Church  in  Dayton 
and  was  its  pastor  from  188(1  to  1888.  Fronr 
1888  to  18!)4  he  was  pastor  of  the  First  United 
Brethren  Church.  Dayton,  and  in  the  last 
named  year  was  offered  and  accepted  the  presi- 
dency of  Western  College.  Toledo.  Iowa.  This 
latter  position  he  continued  to  till  with  dis- 
tinguished ability  up  to  September  1,  liKI-l, 
when  he  was  tendered  the  presidency  of  Ot- 
terbein  L'niversity.  Westervillc.  Ohio,  and  was 
formally  inaugurated  into  that  office  on  No- 
vember 4th.   following. 

Doctor  Bookwalter  has  performed  much' 
important  church  work,  and  is  the  author  of 
numerous  religious  books,  pamphlets  and  pa- 
pers. J-Ie  received  the  degrees  of  Master  of 
.'Vrts,  in  187.5.  and  Doctor  of  Divinity,  in  181)0. 
from  his  .Mma  Mater.  Western  College.  Pres- 
ident Bookwalter  holds  membership  in  the 
College  Section  of  the  State  Teachers'  Asso- 
ciation of  Ohio,  and  in  his  new  position  his 
services  will  undoubtedly  be  a  valuable  acqui- 
sition to  Otterbein. 


481 


PROF.  ALFRED  TYLER  PERRY 


President  of  Marietta  College,  Marietta,  Ohio, 
which  is  one  of  the  oldest  colleges  in  Ohio, 
having  been  founded  in  1835,  was  born  in 
Geneseo,  Illinois,  August  19,  1858,  son  of 
George  Bulkeley  Perry,  manufacturer,  and 
Maria  Louise  (Tyler)  Perry.  His  youthful 
education  was  secured  in  the  public  schools 
of  North  Adams,  Massachusetts,  after  which 
he  entered  Williams  College,  and  was  grad- 
uated therefrom  in  1880,  receiving  an  election 
to  the  Phi  Beta  Kappa  Society. 

He  took  a  full  course  in  the  Hartford 
Theological  Seminary,  graduating  in  1885. 
In  1891  Williams  College  conferred  upon  him 
the  degree  of  Master  of  Arts,  and  in  1901 
the  further  degree  of  Doctor  of  Divinity. 

His  professional  career  began  in  188(5, 
when  he  was  appointed  assistant  pastor  of  the 
Memorial   Church   nt    Springfield,   Mass..   and 


a  year  later  he  was  chosen  pastor  of  the  East 
Congregational  Church  at  Ware,  Mass.,  con- 
tinuing in  this  capacity  up  to  1891,  when  he 
resigned  to  become  a  professor  in  the  Hart- 
ford Theological  Seminary.  There  he  labored 
until  1000,  when  he  was  elected  president  of 
Marietta  College,  a  position  he  has  filled  with 
dignity,   scholarship  and  marked  ability. 

Profes.sor  Perry  is  commissioner  in  Ohio 
for  the  Rhodes'  scholarship  and  holds  mem- 
bership in  the  National  Teachers'  Association, 
the  Ohio  State  Teachers'  Association,  the 
Eastern  Ohio  Teachers'  Association,  and  the 
Ohio  Valley   Round   Table. 

In  1887  he  was  married  to  Miss  Anna 
Morris,  of  Hartford,  Connecticut,  and  they 
have  two  sons,  now  aged  fifteen  and  eight 
years,  respectively. 


482 


» 


REV.    LOUIS    H.    SCHUH 


The  above  named  gentleman  has  been  pres- 
ident of  Capita!  University,  Columbus,  Ohio, 
since  1001.  This  institution  was  founded  in 
1850,  and  has  been  a  power  for  good  in  the 
educational    world. 

The  Rev,  Mr.  ScHfH  is  a  native  of  Ohio, 
having  been  born  at  Gallon,  this  state,  July 
7,  18o8,  son  of  Mclchior  and  Christina  (Zim- 
merman) Schuh.  He  was  educated  in  the 
public  schools  at  Gallon  and  then  entered  the 
Capital  University  at  Columbus,  from  which 
he  was  graduated  in  1880.  He  took  a  theo- 
logical course  and  graduated  from  the   Semi- 


nary in  1883.  He  entered  upon  ministerial 
work  shortly  afterward,  and  continued  therein 
for  twelve  years.  He  then  became  a  mission- 
ary in  Tacoma  and  an  instructor  in  the  Puget 
Sound  University  at  Tacoma,  Washington, 
and  held  that  position  for  a  year.  In  1895  he 
went  to  Columbus  as  instructor  in  the  CapiLa! 
University,  and  in  li)01  was  elected  to  the 
presidency  of  that  institution.  The  Rev.  Schuh 
is  a  member  of  the  Central  Ohio  Schoolmas- 
ters' Club  and  other  organizations.  On  Octo- 
ber 16,  1884,  he  was  married  to  Miss  Loy,  and 
they  have  a  family  of  seven  children. 


483 


REV.     ISAIAH     PAUGH,     A.M.,     Ph.D.,    S.   T.    D. 


Dr.  P.\ugh  has  long  been  known  in  edu- 
cational and  ecclesiastical  circles,  and  is  rep- 
uted as   a   scholar  of  the   highest  attainments. 

All  of  his  honors  have  been  won  by  in- 
dustry and  untiring  perseverance,  and  he  is, 
in  the  best  sense  of  the  term.  "  a  self-made 
man." 

He  has  been  a  close  student  all  his  life, 
and  is  still,  studying  now  as  hard  as  he  did 
when  attending  University,  as  he  believes  that 
this  is  the  only  way  of  keeping  in  touch 
with   the   world's   thought. 

Dr.  Paugh,  who  is  now  in  the  priine  of 
life,  was  born  in  the  State  of  Maryland,  of 
Scotch-Irish  descent.  His  father  was  a 
farmer,  and  his  youthful  days  were  spent  on 
the  fartn.  He  received  his  earlier  education 
in  the  common  schools  of  his  native  State,  at- 
tended normal  school,  and  tlien  took  courses, 
severally  in  the  West  Virginia  University,  .Xl- 
legheny  College,  the  University  of  Chicago 
and  Taylor  University. 

He  holds  college  and  university  diplomas 
for  the  following  degrees :  Ph.  B.,  A.  B.,  A. 
M.,  Ph.  D.,  and  S.  T.  D.,  all  earned  by  hard 
work.     He  first   taught    in   the   public    schools 


of  West  Virginia  and  .Maryland.  In  1880, 
having  studied  for  the  ministry,  he  entered  the 
East  Ohio  Conference  of  the  Methodist  Epis- 
copal Church,  and  labored  long,  earnestly  and 
effectively    in    the    Lord's   vineyard. 

In  September,  1!I(I3,  he  was  appointed  pas- 
tor of  the  .Methodist  Episcopal  Church  at 
Scio,  Ohio,  by  Bishop  W.  F.  Mallalieu.  and  on 
,\ugust  18,  ]I)h4,  he  was  elected  president  of 
Scio  College.  Scio,  Ohio,  where  he  also  of- 
ficiates as  Professor  of  Moral  Philosophy  and 
Evidences  of  Christianity,  positions  his  schol- 
arship and  experience  have  amply  etpiipped 
him   for. 

Dr.  Paugh  served  the  Methodist  congrega- 
tion in  Poland,  for  three  years,  after  which 
he  came  to  this  city  and  accepted  the  pastorate 
of  the  Wilson  Avenue  ^Iethodist  church. 
Subsetiuently  he  accepted  a  call  froiu  Scio. 
Miss  Eaye  Paugh.  a  daughter  is  now  em- 
ployed in  the  public  schools  of  this  city  as  a 
teacher. 

In  1881  Dr.  Paugh  was  married  to  Miss 
.^da  McFarland.  of  Cambridge,  Ohio,  a  former 
teacher  in  the  public  schools  of  that  town. 
Thev  have  four  children. 


484 


HENRY    CHURCHILL    KING,    A.  B.,    D.  D. 


President  of  famed  Oberliii  College,  which 
was  first  opened  December  8.  1883.  in  the 
heart  of  the  forest,  is  a  native  of  Michigan, 
having  been  born  at  Hillsdale,  that  State. 
September  18.  1858,  his  parents  being  Henry 
Jarvis  King  and  Sarah  Lee  King.  His  father 
was  prominent  in  various  lines,  having  been 
college  treasurer,  bank  cashier,  and  also  In- 
dian agent  at  different  times.  His  early  edu- 
cation was  received  in  the  graded  and  high 
schools  of  Hillsdale  and  in  Hillsdale  College, 
after  which  he  entered  Oberlin  College,  from 
which  he  received  the  degree  of  Bachelor  of 
Arts  in  1870,  and  of  Bachelor  of  Divinity  in 
1882.  Shortly  after  graduating  he  became  an 
instructor  in  the  college,  and,  through  the 
efficiency  of  his  work  won  steady  promotion 
until  he  reached  the  highest  office  and  was 
appointed  president.  Enthusiastic  in  his 
labors,  ju.stly  proud  of  his  .Alma  Mater,  he 
has  ever  striven,  and  with  most  substantial 
results,  to  maintain  and  enhance  the  high 
standard  ever  held  by  this  celebrated  educa- 
tional institution,  and  his  influence  and  ability 


are  widely  recognized.  President  King  was 
married  July  7,  1882.  to  Miss  Julia  Marana 
Coates.  a  lady  of  admirable  attainments,  and 
they  have  a  family  of  four  most  promising 
sons. 

Rev.  Henry  Churchill  King.  D.  D.. 
President :  Professor  of  Theology  and  Phil- 
osophy. On.  the  W.  E.  Osborn  Foundation  : 
Fairchild  Professorship.  317  East  College 
St.  A.  B..  Oberlin  College,  1879;  D.  B., 
Oberlin  Seminary,  1882;  A.  .M..  Harvard 
University,  1883;  D.  D.,  Oberlin  College, 
]8i(7.  Western  Reserve  University,  1901,  and 
Yale  University,  1904.  Tutor  in  Latin.  Ober- 
lin Academy,  1879-81  :  Tutor  in  Mathematics, 
Oberlin  .Academy,  1881-82;  Student,  Harvard 
University.  1882-84 :  Associate  Professor  of 
Mathematics.  Oberlin  College,  1884-90;  Asso- 
ciate Professor  of  Philosophy.  Oberlin  Col- 
lege. 18911-91  ;  Professor  of  Philosophy,  Ober- 
lin College,  1891-97;  Student,  L'niversity  of 
Berlin.  1893-94;  Professor  of  Theology  and 
Philo.sophy.  Oberlin  Seminary  and  College, 
1897—;  Dean  of  Oberlin  College.  1901—; 
President  of  Oberlin  College.   1902—. 


485 


CHARLES.    I.    BROWN 


President  of  Findlay  College,  at  Findlay, 
Ohio,  was  born  in  Woodbury,  Pennsylvania, 
on  December  11,  18(il,  his  parents  being 
Abrani  S.  Brown,  farmer,  and  Mary  (Kifer) 
Brown.  After  attending  the  public  schools 
he  entered  the  Woodbury  Preparatory  School, 
and  on  completing  his  studies  there  took  a 
course  in  Dickinson  Seminary,  at  Williams- 
port,  Pennsylvania,  from  which  he  was  grad- 
uated in  1888.  Later  he  performed  post-grad- 
uate work  at  Findlay  College.  Prior  to  1884 
he  taught  in  public  schools,  but  from  1888  to 


1!)()4  he  was  engaged  in  ministerial  work  as 
a  pastor  in  the  Church  of  God  denomination. 

Last  year  he  was  elected  president  of 
Findlay  College,  which  was  organized  by  that 
denomination,  and  in  this  position  his  talents 
have  found  an  excellent  field  for  exercise. 

On  October  17,  1888,  he  was  married  to 
Miss  Susie  Hoffman,  of  Woodbury,  Pennsyl- 
vania, and  they  have  a  family  of  three  chil- 
dren, Ruth.  Harry  and  Frances  Willard 
Brown. 


486 


J.    OSCAR    CREAGER,    A.  B.,    M.A. 


President  of  the  National  Normal  University 
at  Lebanon,  Ohio,  has  had  varied  and  valu- 
able experience  as  an  instructor,  and  bears 
an  enviable  reputation  in  educational  circles. 
He  was  born  on  the  farm  of  his  parents, 
John  R.  and  Julia  A.  (Banfiekl)  Creager,  at 
South  Whitley,  Indiana,  September  3,  1872, 
and  obtained  his  early  education  in  the  country 
schools  of  Preble  County,  Ohio.  Later  he 
studied  in  the  National  Normal  University, 
at  Lebanon,  Ohio,  graduating  in  1890,  and 
entered  Yale  University,  from  which  he  re- 
ceived the  degree  of  Bachelor  of  Arts  in  1897, 
and  that  of  Master  of  Arts  in  1899.  He  then 
took  a  post-graduate  course  in  Harvard  Uni- 
versity,    190O-1.       Professor     Cke.\ger     first 


taught  in  country  schools  in  Preble  County, 
Ohio,  in  1893-4,  and  then,  in  the  Monroe 
Township  High  School.  Preble  County,  1894-5. 
During  the  term  of  1897-8,  he  was  profes- 
sor of  Mathematics  in  the  Cheshire  Epis- 
copal .'\cademy,  Cheshire,  Connecticut,  and  in 
1899-1900,  professor  in  French  and  German 
at  the  Westminster  Academy,  Dobbs  Ferry, 
New  York.  Thence  he  was  called  to  the  lead- 
ership of  the  National  Normal  University  at 
Lebanon,  Ohio,  and  is  discharging  the  arduous 
■duties  of  this  position  with  distinguished 
ability.  On  December  17,  1899.  he  was  mar- 
ried to  Miss  Leoti  Fudge,  a  lady  of  most  ex- 
cellent personal  endowments. 


487 


PETER     WESLEY     McREYNOLDS,     A.  M.,  B.  D. 


President  of  Defiance  College.  Defiance,  Ohio, 
is  widely  known  as  a  profound  scholar  and 
an  educator  of  distinguished  ability.  He  was 
born  in  Kokomo,  Indiana,  on  March  16,  1872, 
his  parents  being  Raven  McReynolds.  a  stock 
raiser,  and  Nancy  Oren  McReynolds. 

His  education  has  been  a  most  thorough 
•one.  complete  in  every  respect.  After  attend- 
ing the  public  schools  of  Kokomo.  and  gradu- 
ating from  the  Kokomo  High  School,  he  en- 
tered the  Indiana  Central  Normal  School,  and 
on  leaving  there  studied  in  the  Union  Chris- 
tian College.  Indiana.  Next  he  took  a  course 
in  Hillsdale  College  at  Hillsdale.  Michigan, 
and    afterward    a    course    at    Hiram    College. 


Hiram.    Ohio,    from    wliicli    Ic    graduated    in 
18il.5.  with  the  degree  of  Bachelor  of  Arts. 

He  also  took  a  special  course  in  the  Uni- 
versity of  Chicago,  so  that  his  studies,  alto- 
gether, have  been  of  the  mo.st  comprehensive 
character.  In  Ifxrj  he  was  elected  Dean  of 
Defiance  College,  and  served  with  marked  dis- 
tinction in  this  capacity.  One  year  later  he 
was  elected  president,  in  which  capacity  he  is 
acting  at  the  present  time.  Mr.  McReynolds 
was  married  on  June  -C.  IH!).").  to  Miss  Cora 
Mae  Kennedy,  a  lady  of  high  personal  attrib- 
utes, and  they  reside  in  a  pleasant  home  at 
Defiance,   esteemed  by   the   entire   community 


488 


EDWIN    FRANKLIN    MOULTON 


Mr.  Moin.TON  who  now  tills  ihe  position  of 
Superintendent  of  the  Cleveland  Pnhlic 
Schools,  represents  that  strong  type  of  profes- 
sional men  who  hy  close  stndy  and  application. 
have  not  only  advanced  from  the  beginning 
of  his  profession,  bnt  one  who  has  made  it  his 
aim  and  ideal  to  promote  the  canse  of  his 
chosen  profession  to  that  perfecting  plane 
where  the  child  is  not  only  edncated  in  hooks 
hnt  in  the  nobler  and  higher  attainments  of 
good  citizenship. 

Those  who  have  been  closely  identified  with 
Snpt.  Monlton  bi'ar  testimony  of  his  never 
tiring  zeal  to  gain  for  the  child  and  nltiniBtel' 
for  the  state,  those  cmalilications  of  manhood 
and  womanhood  which  will  insnrc  the  noblest 
character  and  prepare  tliein  for  civic  dnties 
and   nsefiil   lives. 

Edwin  I'Vanklin  .Monlton  was  born  in  the 
conntry  of  onr  bordering  neighbor,  Canada, 
on  a  farm.  Monlton  Hill,  belonging  to  his 
father,    and    originally    owned    by    his    grand- 


fatlier,  Calvin  Monlton,  from  which  the  hill 
derived  its  name.  Mr.  Monlton's  ancestors 
were  of  New  England  stock,  having  settled  in 
Massachnsetts  while  it  was  still  a  Colony  — 
then  to  West  Randolph,  Vermont,  later  to 
Canada. 

During  his  early  years  he  attended  the  com- 
mon schools  near  his  boyhood  home,  bnt  when 
nine  years  of  age  his  father.  Calvin  Monlton, 
moved  to  the  states  and  settled  in  Illinois, 
near  Beloit. 

.Advantages  for  an  edncation  were  meagre 
and  in  bis  early  years  he  was  thrown  upon 
his  own  resources.  Determined  upon  an  edu- 
cation and  seekin.g  better  opportunities  f>f 
learning,  in  the  fall  of  IH'u  be  came  to  Ohio 
and  began  preparation  for  college  at  Grand 
River  Institute  in  .\nstinl)urg,  Ashtabula 
county. 

.\fter  graduating  from  there,  he  entered 
.■\ntioch  College  but  at  the  close  of  his  sopho- 
more year,   he   decided   to  go   to   Oberlin   and 


489 


graduated  from  that  College  in  1865  with  the 
degree  of  Bachelor  of  Arts ;  later  he  received 
the  degree  of  A.  M. 

^Ir.  Moiilton  began  his  professional  career 
as  teacher  in  Rnssellviile,  Ohio,  leaving  there 
one  year  later  he  took  charge  of  the  New  Eng- 
land Christian  Institute— located  at  Wolfboro 
N.  H. 

Two  years  later  he  returned  to  the  State 
of  his  first  adoption,  Ohio,  and  has  been  a 
leading  educator  of  that  commonwealth  ever 
since.  First,  as  superintendent  of  the  Glendale 
schools  near  Cincinnati,  and  from  there  to 
Oberlin,  four  years  after  his  graduation. 
Here  he  superintended  the  schools  for  seven 
years,  promoting  the  educational  interests  of 
the  schools  of  that  city.  Under  his  direction 
the  High  School  increased  from  twenty-two 
members  to  one  hundred  and  forty-seven,'  with 
a  corresponding  increase  in  the  Elementary 
schools. 

After  seven  years  of  effective  service  in  the 
Oberlin  schools,  he  accepted  the  call  of  Super- 
intendent of  Public  Schools  .at  Warren.  This 
position  he  held  for  twelve  years  and  left  it 
to  become  identified  with  the  schools  of 
Cleveland, —  first  as  Supervisor,  then  as  As- 
sistant Superintendent  and  last  as  Superinten- 
dent. Having  been  identified  with  the  work 
of  Superintendent  during  the  most  of  his 
professional  career,  he  brought  with  him  to 
this  last  position  many  qualifications  and  at- 
tributes born  of  his  personal  experiences,  that 
well  qualified  him  to  ably  fill  the  position  he 
now  occupies  at  the  head  of  the  largest  school 
system  within  the  state.  In  the  management 
of  several  school  systems  he  has  shown  rare 
executive  ability.  This  is  especially  manifest 
m  his  conduct  of  the  Cleveland  schools. 

Since  early  manhood  he  has  belonged  to 
the  Masonic  Body  and  for  manv  years  a  mem- 
ber of  the  Royal  Arcanum.  In  the  latter  fra- 
ternity he  has  served  as  Grand  Regent  of  the 
State  and  for  six  years  was  a  member  of  the 
Supreme  Council,  two  of  which  vears  he 
served  as  Supreme  Chaplain. 

In  his  own  profession,  he  has  been  Presi- 
dent of  the  Ohio  State  Teachers'  Association. 
of  which  he  is  still  a  member,  and  has  held 
the  same  office  in  the  Northeastern  Ohio 
Teachers'  Association.  He  is  also  a  member 
of  the  National  Educational  Association.  He 
is  a  member  of  the  Bolton  Avenue  Presby- 
terian Church  where  he  has  served  as  a  mem- 
ber of  the  session  for  some  years. 

Although  a  Republican,  he  has  served  both 
Republican  and  Democratic  School  Boards 
and  received  his  present  position  through  the 
appointment  of  a  Democratic  director. 

A  leading  characteristic  is  his  great  ability 
to  hear  both  sides  of  a  question  with  the  same 
interest  and  to  make  his  decision  wholly  on 
the  merits  of  the  case.  This  spirit  of  fairness 
has  long  made  him  recognized  as  an  impartial 
judge,  and  won  for  him  the  confidence  and 
respect  of  his  assistants,  teachers  and  patrons 
wherever   he   has   labored. 

Quoting  from  a  recent  editorial  of  the  Ohio 
Monthly  which  says,  "He  is  a  noble  tvpe  of 


the  gentleman,  recognizing  tlie  fact  that  all 
others  have  rights  as  well  as  himself  —  but  al- 
ways acting  fearlessly  in  the  line  of  his  own 
clear  and  deep  convictions.  It  must  be  a 
source  of  pleasure  to  him  to  know  that  the 
Cleveland  public  school  system  has  become 
all  over  the  land  a  synonym  of  excellence." 

In  early  manhood  Mr.  Moulton  married 
Miss  Ellen  Margaret  Reed,  who  died  in  1892, 
and  to  whom  were  born  two  daughters  — 
Maud  and  Margaret.  The  former  having  died 
in  1883  while  a  student  at  Oberlin  —  the  lat- 
ter is  tlie  wife  of  Dr.  George  H.  Ormeroid 
now  living  in  Warren. 

In  18!>4  he  was  again  united  in  marriage 
to  Mrs.  Alice  D.  Burton,  a  woman  of  culture 
and  refinement  possessing  rare  natural  and 
personal   attainments. 


ALBERT    C.    FRIES 

As  Superintendent  of  Schools  in  Grove 
City,  a  marked  success  has  been  achieved  by 
Mr.  Fries,  whose  natural  ability,  acquired 
knowledge  and  experience  make  him,  par  ex- 
cellence, the  man  for  the  position.  He  has 
long  been  identified  with  the  educational  world 
and  as  an  instructor  is  a  past  master  in  the  art 
of  moulding  and  developing  the  youthful 
mind. 

Mr.  Fries  was  born  in  Zanesville,  Ohio, 
March  9,  18<)7,  son  of  Peter  Fries,  who  con- 
ducted a  blacksmith  shop  in  that  city.  He 
first  attended  country  schools  also  the  high 
school  at  Frazcysburg.  and  took  a  course  at 
Ada  Normal  School,  from  which  he  graduated 
in  ]i<S(>.  He  attended  summer  school  at  Mi- 
ami University  and  the  Ohio  State  University, 
also  taking  a  teachers'  course  at  the  latter 
institute.  He  first  began  teaching  in  country 
schools  near  Frazeysburg  in  1884  continuing 
in  Muskingum  county  five  years  when  he  went 
to  Franklin  county  and  taught  country 
schools  there  two  years,  and  next  was  in 
charee  of  the  grammar  school  at  FrazeysDurg 
for  a  year.  In  1800-1  Mr.  Fries  taught  school 
at  VVashoe,  Idaho.  Returning  to  Ohio  he  was 
appointed  to  the  .school  in  Grove  City,  where 
he  served  from  1894  to  1898.  retiring  on  ac- 
count of  ill  health.  In  the  fall  of  1900  he 
taught  school  in  Muskingum  county,  and 
then  received  the  appointment  of  principal  to 
tlie  Clinton  Township  High  School.  This 
office  he  held  for  three  years,  resigning  it  in 
1903  to  assume  charge  of  his  present  incum- 
bency, the  duties  of  which  are  met  by  him 
with   thoroughness  and  efficiency. 

Mr.  Fries  has  membership  in  the  Franklin 
County  Teachers'  .'\ssociation.  the  Ohio  Teach- 
ers' Federation.  State  Teachers"  Association, 
and- is  also  affiliated  with  the  Order  of  Odd 
Fellows,  and  an  attendant  of  the  Methodist 
Episcopal  Church.  In  1891  he  was  united  to 
Mi.ss  Ada  L.  Perry,  of  Muskingum  county, 
Ohio,  and  their  happy  marriage  has  borne 
fruit  in  two  lovely  children  Izola  Fries,  aged 
twelve  years,   and   Vesta,   aged   seven. 


490 


I 


PROF.    F.   B.    DYER 


Superintendent  of  Schools  at  Cincinnati, 
Ohio,  is  one  of  the  best  known  and  most  suc- 
cessful educators  in  the  State.  He  was  born 
in  1858  on  a  farm  in  Warren  county,  Ohio. 
His  fatlier  was  J.  M.  Dyer,  an  able  and  prom- 
inent man  in  local  affair.s. 

His  first  educational  training  was  secured 
in  the  country  school  near  his  birthplace,  and 
a  course  through  Maineville  Academy,  and 
he  then  entered  the  Ohio  Wesleyan  Univer- 
sity, from  which  he  was  graduated  in  187!) 
with  the  degree  of  Bachelor  of  Arts.  Later 
he  also  performed  work  at  Harvard  and  other 
schools.  His  career  as  teacher  began  in  a 
Warren  county  school  and  thence  he  went  to 
Loveland,    Ohio,     as    superintendent.       After 


serving  in  a  similar  capacity  at  Batavia  and 
Madisonville,  Ohio,  he  was  elected  assistant 
superintendent  at  Cincinnati.  His  next  posi- 
tion was  as  Dean  of  the  Ohio  State  Norma! 
School  at  Oxford,  Ohio,  where  he  remained 
up  to  li)03,  when  he  was  elected  to  the  im- 
portant office  of  superintendent  of  schools  in 
Cincinnati.  Professor  Dyer  is  a  member  of 
the  Ohio  Teachers'  Reading  Circle,  the  Na- 
tional Educational  Association,  the  Ohio  State 
Teachers'  Association,  and  attends  the  Metho- 
dist Episcopal  Church.  He  is  known  to  the 
teachers  of  Ohio  by  his  Institute  lectures,  hav- 
ing instructed  in  most  of  the  counties  of  the 
state. 


491 


JACOB    A.    SHAWAN 


Ohio,  with  its  grand  army  of  28.llliii  public 
instructors,  presents  to  the  world  one  of  the 
greatest  spectacles  in  the  way  of  an  object 
lesson  in  the  matter  of  education  that  has  ever 
been  demonstrated.  No  state  in  the  Union 
expends  more  money  pro  rata  for  educational 
purposes  than  does  the  good  old  Buckeye  state. 
And  no  state  has  a  better  sy.stem  of  school 
government,  nor  a  stronger  force  •  of  teach- 
ers, principals,  superintendents  and  professors. 
Therefore,  when  one  is  elected  to  become  one 
of  the  heads  of  this  grand  army  of  educators. 
it  certainly  must  mean  that  lie  is  a  man  pos- 
sessed of  more  than   ordinary  ability. 

Of  such  calibre  is  built  tlie  present  super- 
intendent of  .schools  of  the  city  of  Columbus. 
Ohio,  Mr.  J.  A.  Shawan,  a  man  of  profound 
intellect,  a  man  of  intense  intellectuality,  a 
man  of  thorough  training,  of  the  best  ex- 
ecutive ability,  and  one  whose  sound  judg- 
ment has  excr  been  acknowledged  among  the 
wisest. 

J.  .'\.  Shawan  was  born  in  Wapakoneta. 
Ohio,  and  shortly  afterward  his  family  moved 


to  Champaign  county.  There  he  attended  for 
a  number  of  years  the  common  schools  and 
later  on  became  a  student  in  the  high  .school 
at  Urbana,  Ohio.  Before  graduating,  he  left 
his  studies  to  teach  school  himself.  For  four 
years  he  was  a  teacher  in  Champaign  county, 
and  after  that  entered  for  a  course  of  studies 
at  Oberlin  College,  graduating  there  in  1880 
with  the  degree  of  Bachelor  of  Arts,  and,  three 
years  later,  the  .same  institution  granted  him 
the  degree  of   Master  of  Arts. 

In  ISl'M  he  received  the  degree  of  Doctor 
of  Physics  from  Muskingum  College,  and 
from  188(1  until  188:!  he  officiated  as  superin- 
tendent of  schools  at  St.  Marys.  Subsequentlv 
he  became  superintendent  at  Mount  Vernon, 
and  then,  in  188!l,  was  honored  by  being 
elected  superintendent  of  schools  in  Columbus, 
Ohio. 

In  l!ln-'i  Mr.  Shawan  was  proposed  as  can- 
didate for  the  position  of  Commissioner  of 
Schools,  but  owing  to  political  combinations 
declined  to  allow  his  name  to  go  before  the 
state  convention. 


402 


WILLIAM    WALLACE    CHALMERS 


The  above-named  geiitleniaii  has  long 
been  prominently  identified  with  the  edu- 
tional  world.  During  his  stay  in  Toledo  he 
has  worked  faithfully  in  the  cause  of  the 
higher  education  of  the  pupils  of  the  city  and 
has  introduced  many  improvements  in  the 
schools. 

Dr.  W.  W.  Chalmers  was  born  November 
i.  18(i].  He  is  the  son  of  Andrew  Chalmers, 
a  farmer,  and  his  earlier  education  was  re- 
ceived in  the  district  schools  of  Kent  county. 
Michigan.  Later  he  continued  his  studies  at 
tlie  Grand  Rapids  High  School,  and  then  en- 
tered the  Michigan  State  Normal  College, 
graduating  in  188(i,  and  afterward  receiving 
the  degree  of  B.  Pd.  from  the  institution.  Still 
hungry  for  knowledge,  he  entered  the  Michi- 
gan State  University  at  .'\nn  Arbor,  and  grad- 
uated in  1887  with  the  degree  of  A.  B.  Then 
followed  a  course  at  Eureka  College,  Illinois, 
in   1889.     In   ]il04  he   was   honored   by  having 


the  degree  of  LL.  D.,  conferred  on  him  by 
the  Heidelberg  University. 

Dr.  Chalmers  first  taught  when  but  si.xteen 
years  old  in  a  district  school  in  Michigan,  and 
after  four  years  in  that  capacity  became  su- 
perintendent of  the  Cassopolis  schools  where 
he  remained  for  three  years.  In  18il0  he  be- 
came superintendent  of  schools  at  Grand  Rap- 
ids, Michigan,  and  continued  there  for  eight 
years.  In  18;)8  he  was  elected  superintendent 
of  instruction  in  Toledo,  Ohio. 

Dr.  Chalmers  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Northwestern 
Ohio  Teachers'  .'\ssociation,  the  Ohio  State 
Teachers'  Association,  the  National  Educa- 
tional Association,  and  the  Congregational 
church.  He  has  always  taken  a  great  interest 
in  Masonry,  and  is  prominent  in  the  order, 
having  attained  the  -Wd  degree.  In  1880  he 
was  married  to  Miss  Eugenia  Powell,  and 
they  have  two  children  —  Stella,  aged  twelve, 
and  Andrew  B.,  aged  ten. 


493 


DR.    EDWIN    N.    BROWN 


One  of  the  most  scholarly  among  the  popu- 
lar educators  of  Ohio  is  the  above  named 
gentleman,  who  has  ably  filled  the  position  of 
superintendent  of  schools  in  Dayton,  this  state, 
since  1902.  and  still  holds  that  office.  His  edu- 
cation has  been  an  exceptionally  comprehen- 
sive one.  Born  at  Lansing,  Michigan,  in  1800, 
son  of  a  teacher,  Steven  H.  Brown,  he  at- 
tended the  public  schools  there  and  then  en- 
tered the  University  of  Michigan,  from  which 
he  was  graduated  in  1883,  with  the  degree  of 
Bachelor  of  Arts,  and  in  1884  had  conferred 
upon  him  the  degree  of  Master  of  Arts.  After 
teaching  for  a  term  at  Jonesville,  Michigan, 
he  began  the  study  of  law,  and  graduated 
at  Ann  Arbor  in  1887  as  Bachelor  of  Laws. 
His  chief  interest  however  was  along  educa- 
tional lines  and  shortly  afterward  he  was  ap- 
pointed superintendent  of  schools  at  Allegan, 
Michigan,  and  from  there  he  went  to  Hastings, 
Nebraska  where  he  served  acceptably  for 
seven     years      as      superintendent.      Professor 


Brown  resigned  from  this  position  in  1899 
for  the  pupose  of  travel  and  study,  and  he 
made  extensive  investigations  into  the  school 
systems  of  England,  Germany  and  France. 

He  then  entered  tlie  famed  University  of 
Leipzig,  Germany,  where  he  spent  about  two 
years  in  the  study  of  Philosophy  and  Educa- 
tion, and  in  recognition  of  which  in  1901  the 
degree  of  I^octor  of  Philosophy  was  conferred 
upon  him  by  his  Alma  Mater.  On  returning 
to  the  United  States  he  spent  some  time  in 
literary  work  at  Ann  Arbor,  Michigan,  and 
then,  in  19i("2,  came  his  election  to  the  position 
of  superintendent  of  schools  at  Dayton,  Ohio. 
Dr.  Brown  holds  membership  in  the  Knights 
of  Pythias,  the  Central  Ohio  Teachers'  Asso- 
ciation, the  Ohio  State  Teachers'  Association, 
the  National  Educational  Association  and  the 
^letliodisl  Church.  In  1889  he  was  married  to 
i\Iiss  Lura  C.  Corbett,  of  Hillsdale,  Michigan, 
and  they  have  an  interesting  young  daughter. 
Miss  Florence  Brown. 


494 


i 


EDWIN    BRUCE    COX 


If  the  child  is  father  to  the  man,  as  it  is 
written  in  Wordsworth's  gospel  of  soul  gene- 
alogy, the  boy,  Edwin,  was  a  leader  among 
boys,  generous  to  a  fault — especially  if  it  were 
the  other  boy's  fault — willing  to  "tote  fair." 
He  was  fond  of  finding  out  things,  real  things, 
and  comparing  ideas  about  them  with  his  fel- 
lows, but  did  not  readily  retreat  under  fire. 
Mythology,  even  poetry,  had  no  very  strong 
attraction  for  him.  nor  anything  else  which 
he  couldn't  prove,  except  those  divine  truths 
which  dwell  apart  and  above  demon.stration. 
His  vein  of  kindly  humor  ran  clear,  never 
muddied  by  the  strange  stirrings  which  beset 
the  practical  joker,  and  under  all  skies  making 
things  look  brighter. 

Having  obtained  what  the  country  .schools 
of  Clark  county,  the  home  of  his  father,  had 
for  him,  he  loosened  for  a  time  the  home  ties 
and  for  the  five  years  ending  with  June,  1874, 
in  which  year  he  was  graduated,  he  attended 
the  Wesleyan  University  at  Delaware,  Ohio. 
Leaving  the  scene  of  his  college  activities, 
where  he  had  made  troops  of  friends  while  ac- 
quiring the  more  immediate  objects  of  his 
quest,  Mr.  Cox  took  charge  of  the  schools  of 
Piketon.    There  he  served  the  public  so  faith- 


fully, that,  withdrawing  at  the  end  of  the  sec- 
ond year,  he  was  called  hack  after  an  absence 
of  a  year,  and  only  later  in  his  experience  did 
he    forget   his   Methodist   creed   of   itineration. 

Mr.  Cox's  absence  from  Piketon  was  well 
spent.  He  served  the  town  of  Ottawa  as 
teacher  of  the  grammar  school,  and  became 
the  husband  of  her  who  has  made  for  him  "a 
happy  fireside  clime"  for  the  years  of  his  con- 
tinually successful  career;  first  as  science 
teacher  of  the  Xenia  High  School  for  two 
years,  and  since,  for  twenty-four  years  up  to 
the  present,  as  Superintendent  of  Instruction  in 
that  city,  and  general  manager  by  right  of 
tested  worth  and  common  consent,  of  the 
teachers'  institute  of  the  county.  The  living 
children  of  the  household  are  Lewis  Clark, 
Zella,  and  Edwin  Bruce,  Jr. 

It  is  needless  to  say  that  they  are  walking 
in  the  pleasant  paths  of  righteousness  and 
culture.  Superintendent  Cox  is,  and  for  many 
years  has  been  a  punctual  and  greatly  esteemed 
member  of  the  Central  Ohio  Teachers'  Asso- 
ciation, the  State  .'\ssociation  of  Examiners, 
the  Ohio  State  Teachers'  Association  and  the 
National  Educational  .Association.  From  each 
of  these  he  has  had  the  honors  that  are 
bestowed  upon   desert   alone. 


495 


WILLIAM    WALLACE    ROSS 


The  above-named  gentleman  has  been  one 
of  the  most  valued  members  of  Ohio's  great 
army  of  pnblie  echicators  for  upward  of  a  lialf 
century,  and  the  num1)er  of  pupils  that  have 
listened  to  his  voice  of  instruction  is  legion. 
Many  of  them  have  graduated  from  liis 
schools,  have  passed  through  their  earthly  ca- 
reers and  gone  to  their  last  account,  but  he 
still  continues  "in  harness,"  and  is  giving  the 
same  valuable  instruction  to  a  newer  genera- 
tion. Fifty-four  years  as  a  public  school 
teacher  is  certainly  a  remarkable  record,  and 
what  makes  it  more  unitpie  is  the  fact  that  of 
these  years  forty-one  have  passed  as  superin- 
tendent of  schools  at  Fremont,  Ohio. 

Wii.i.iAM  VV.M.i.ACE  Ros.s  was  born  at  Se- 
ville, Medina  county,  Ohio,  December  '24,  1834, 
and  that  being  Christmas  eve  he  certainly 
must  have  been  a  most  interesting  Christmas 
present  to  his  father,  Joseph  Ross.  The  lat- 
ter was  a  shoemaker  by  trade,  but  for  thirty 
years  held  the  position  of  Justice  of  the  Peace 
in  Seville,  Medina  county,  Ohio,  and  for  eight 
years  during  Pierce's  and  Buchanan's  admin- 
istration was  postmaster  of  the  same  village. 
His  ancestry  came  from  Rosshire,  Scotland, 
his  grandfather  having  served  as  an  officer 
in  a  Highland  regiment  with  Wolfe  on  the 
Plains  of  .Abraham  receiving  a  grant  of  land 
near   Picton,   Ontario   for   meritorious   service. 

The   maternal    grandfather  of   Mary  Hark- 


ness,  the  mother  of  W.  W.  Ross,  was  among 
the  tea  destroyers  of  Boston  Harbor,  and  for 
many  years  before  his  death  was  a  Revolu- 
tionary  pensioner. 

The  family  of  Joseph  Ross  comprised 
six  boys  and  one  girl,  and  of  these  three  sons 
and  the  daughter  survive.  Our  subject  re- 
ceived his  education  in  the  village  and  aca- 
demic schools  of  Medina  county,  which  was 
included  in  the  Western  Reserve,  one  of  his 
earliest  instructors  being  Charles  Foster,  a 
graduate  of  Dartmouth  College  who  died  dur- 
ing the  war  of  the  Rebellion.  He  began  teach- 
ing school  in  Medina  county  when  but  six- 
teen years  old.  Later  he  organized  and  had 
charge  of  the  Spencer  Normal  School  in  Me- 
dina county,  and  still  later  taught  in  the  acad- 
emy at  Seville.  He  next  took  charge  of  a 
school  at  Wadsworth,  Medina  county,  and 
went  thence  to  Clyde,  Oliio,  in  18()-2  as  super- 
intendent. He  remained  at  the  latter  place 
two  years,  or  until  18(i4,  when  he  was  ap- 
pointed superintendent  at  Fremont  and  there 
he  has  continued  his  benign  rule  of  schools 
ever  since.  He  is  known  personally  to  all  the 
citizens  of  Fremont  and  enjoys  the  confidence 
and  respect  of  them  all. 

Mr.  Ross  was  admitted  to  the  Bar  of  Me- 
dina county  in  18(>1  having  studied  law  during 
his  summer  vacations  at  Seville,  Medina  and 
Cleveland.     Clrowing  up   in  that   storm  center 


496 


of  American  politics  before  tlie  war,  tlic  Con- 
necticut Western  Reserve,  lie  has  always 
taken  a  deep  interest  in  all  that  pertains  to 
citizenship  and  has  written  and  spoken  ninch 
on  political  and  economic  subjects.  lie 
has  been  an  active  worker  and  lecturer  at 
teaclicrs'  institutes  and  other  educational  as- 
sociations. 

In  the  seventies  he  received  the  honorary 
degree  of  A.  M.  from  the  Western  Reserve 
University. 

Mr.  Ross  is  a  member  of  the  Oliio  Teach- 
ers' Reading  Circle,  the  Nortliwcstern  Ohio 
Teachers'  .\ssociation,  the  Ohio  State  Teach- 
ers' Association,  of  which  he  was  once  presi- 
dent, and  the  Methodist  Episcopal  Church. 
He  has  served  on  the  State  Board  of  Exami- 
ners for  three  terms,  and  in  \^~'-\  was  candi- 
date for  State  School  Commissioner. 

He  has  made  a  valuable  and  unique  con- 
tribution to  practical  pedagogy  by  the  origina- 
tion and  construction  of  the  Ross  Mensuration 
Blocks  for  illustrative  instruction  in  Men- 
suration and  Geometry. 

In  If^tiT  Mr.  Ross  was  married  to  Miss 
Julia  T.  Houghton,  of  Wellington.  Ohio,  and 
they  have  had  three  children  —  W.  D.  Ross, 
Clara  J.  Ross  and  Harry  H.  Ross  —  all  of 
whom  are  living,  the  first  named  having  been 
for  twelve  years  a  successful  teacher  and 
principal  of  the  Fremont  High  School. 


FRANK    D.    BLAIR 

This  gentleman  has  been  a  member  of 
Ohio's  grand  army  of  public  school  instructors 
upward  of  twenty  years  and  his  record  of  use- 
fulness and  ability  during  that  period  is  one 
in  which  he   may   justly  take  pride. 

He  is  progressive  in  his  methods,  always 
seeking  to  improve  existing  conditions,  and  he 
has  ever  commanded  the  fullest  confidence 
and  esteem  of  his  colleagues  and  pupils  alike. 

Fr.\nk  D.  Blair  was  born  in  Greene 
countv.  in  March,  1862,  and  has  always  lived 
in  this  state.  His  father.  Josephus  Blair,  a 
minister  by  profession,  was  also  a  public 
school  teacher,  and  a  man  of  considerable 
prominence  in  his  day.  Our  subject  first 
studied  in  the  county  schools  of  Clinton 
county,  and  afterward  became  a  pupil  in  the 
Wilmington  schools,  graduating  from  the 
high  school  in  1881.  He  then  entered  the 
Ohio  Wesleyan  University  at  Delaware  for  a 
year's  study,  and  on  leaving  college  began  his 
career  as  a  public  instructor,  teaching  schools 
for  thirteen  years  in  Wilmington,  when  he 
attended  Wilmington  College,  taking  a  full 
course,  and  graduating  with  honors  from  that 
institution.  Returning  to  teaching  he  became 
an  instructor  in  Wilmington  College,  continu- 
ing in  this  capacity  for  six  years,  when  he 
resigned  to  accept  his  present  position  of 
teacher  of  mathematics  in  the  high  school. 
He  has  achieved  a  great  success  in  this  de- 
partment, and  is  regarded  with  popular  good 
will    by   his   pupils   and   their  parents. 

Mr.  Blair  is  a  member  of  the  Masonic  fra- 
ternity, also  the  Independent  Order  of  Odd 
Fellows.  He  likewise  holds  membership  in 
the   Ohio    Teachers'    Reading    Circle    and    the 


Southwestern  Ohio  Teachers'  .■Association.  In 
1801  his  marriage  with  Miss  Emma  C.  Lewis 
occurred,  and  tliey  have  a  winsome  daughter, 
Rutli.  now  in  her  twelfth  year. 


E.    C.    DILGER 

This  gentleman  has  been  an  active  member 
of  Ohio's  army  of  public  educators  for  the 
past  twenty  years,  and  his  name  is  familiarly 
and  most  reputably  known  to  the  educational 
world. 

Mr.  I^ii.cjer  is  a  native  of  Fairfield  county, 
Ohio,  born  on  January  In,  1871,  his  father  be- 
ing M.  J.  Dilger,  a  successful  blacksnfith  now 
living  in  Pleasant  township,  with  his  wife. 
Maggie  Oilger,  nee  Cuqua,  our  subject's 
mother.  The  family  comprised  nine  children, 
six  sons  and  three  daughters,  one  son  and 
daughter  dead.  Of  the  sons,  A.  C.  Dilger  is 
a  telegrapher,  M.  Owen  Dilger  a  stenographer 
and  typewriter,  and  a  third  is  the  subject  of 
this  sketch. 

E.  C.  Dilger  first  attended  the  district 
school  of  his  home  section.  Fairfield  county, 
nine  years,  then  took  a  three  and  a  half  years' 
course  at  the  Pleasantville  Academy,  later  at- 
tending the  Ohio  Central  Normal  College  at 
Pleasantville,  and  ending  with  a  teachers' 
course  in  18.01.  In  1887  he  received  his  first 
teacher's  certificate,  and  taught  in  Pleasant 
township  school  No.  (i,  one  term,  in  school 
No.  "),  same  township,  one  term,  and  in  Pleas- 
antville four  years,  being  in  charge  of  the 
intermediate  grade  one  year,  the  grammar 
grade  one  year,  and  the  high  school  two  years. 
Subsequently  he  taught  school  No.  15  for  one 
year,  and  school  No.  12  for  two  years,  both  in 
Wahnit  tovynship,  and  next  was  master  of 
the  Thornville  grammar  school  for  five  years. 
After  being  in  charge  of  Walnut  township 
school  No.  1  for  two  years.  Mr.  Dilger  went 
to  West.  Rushville.  Richland  township.  Fair- 
field county,  in  lIMi.S  having  been  appointed 
superintendent  of  the  school  there,  and  he 
continues  to  most  efficiently  fill  the  duties  of 
his  office.  He  has  a  capable  assistant  and  the 
average  number  of  pupils  reaches  thirty. 

Mr.  Dilger  holds  a  five  years'  county  cer- 
tificate, and  is  a  member  of  several  organiza- 
tions, including  the  Ohio  Teachers'  Reading 
Circle,  the  Fairfield  County  Teachers'  Associ- 
ation and  the  Ohio  Teachers'  Federation.  In 
1802  Mr.  Dilger  was  married  to  Miss  Cora 
Gebhart.  of  Pleasantville.  and  they  now  have 
two  daughters,  who  are  attending  school.  The 
entire  family  are  worshippers  at  the  Metho- 
dist Episcopal   Church. 


OLIVER    E.   ALLEN 

Oliver  E.  .-Kllen.  born  18(i0.  at  -SO  Mound 
St..  Springfield,  Ohio,  attended  Wittenberg 
College,  and  taught  school  for  twenty-five 
years  in  the  county  and  city. 

On  November  21.  10(14,  he  was  appointed 
principal  of  the  Jefferson  School,  which  has 
just  been  completed  for  the  accommodation 
of  the  three  hundred  or  more  children  of  the 
K.  P..  and  I.  O.  O.  F.  Homes. 


497 


JOHN    S.    WEAVER 


The  gentlemen  represented  in  the  above 
caption  has  been  identified  with  cdncational 
affairs  and  public  school  ministrations  for 
more  than  a  third  of  a  century,  and  his  ripe 
experience  has  fully  equipped  him  for  the  re- 
sponsible position  which  he  now  holds,  that 
of  superintendent  of  the  schools  of  the  city 
of  Springfield,  Ohio.  He  has  also  an  intimate 
knowledge  of  men  and  affairs  and  his  genial 
personal  qualities  are  evidenced  by  his  wide 
acquaintance  with  the  leading  men  in  the  edu- 
cational and  business  world. 

Mr.  We.wer  is  a  Buckeye  by  birth  having 
been  born  in  Warren  county,  Ohio,  in  184ti, 
and  is  one  of  six  children,  the  parents  being 
Amanda  and  John  S.  Weaver,  the  latter  a  well 
known  Presbyterion  divine  of  his  day.  After 
passing  through  the  common  schools,  Mr. 
Weaver  entered  Monroe  Academy,  Monroe, 
Butler  county,  Ohio,  and  after  a  course  there 
went  to  Wittenberg  College,  from  which  time- 
honored  institution  he  was  graduated  in   18C7, 


and  in  the  fall  of  that  year  he  began  his  edu- 
cational career  as  a  teacher  in  the  Spring 
Valley  School,  Greene  County,  for  one  year. 
In  the  seven  years  following,  he  taught  in 
various  schools  in  Greene.  Wayne  and  Clarke 
counties.  At  the  expiration  of  this  time  he 
left  Ohio  for  Sioux  Cit}',  Iowa,  where  he 
taught  for  six  years  and  was  made  prinicpal 
of  a  school  for  his  excellent  work.  In  1880 
he  returned  to  this  state,  settling  in  Spring- 
field, and  here  with  the  exception  of  three 
years  he  has  since  remained,  a  valuable  in- 
structor and  useful  citizen. 

Mr.  Weaver  was  principal  of  the  Element- 
ary School  here,  and  for  eight  years  principal 
of  the  High  School,  and  in  1900  he  was  ap- 
pointed Superintendent  of  Schools,  a  well 
earned  and  fully  deserved  promotion.  Mr. 
Weaver  was  united,  in  187G,  to  Miss  M.  Bur- 
lingame,  an  estimably  known  lady,  and  they 
have   two    fine    children    as    a    result    of    that 


498 


DR.    C.    W.    BENNETT 


Dr.  C.  W.  Bennett,  Superintendent  of 
Piqua  Public  Schools  was  reared  on  a  farm 
near  Piqua,  the  city  he  is  now  serving;  he 
began  his  education  in  a  country  school,  and 
later  went  to  the  Piqua  High  School.  He  was 
a  private  soldier  in  the  11th  Ohio  Regiment  in 
the  war  of  the  Rebellion.  He  graduated  from 
the  Ohio  Wesleyan  University  in  186G  with 
the  degree  of  B.  A.,  —  three  years  later  the 
same  institution  conferred  upon  him  the  de- 
gree of  ^I.  A. 

In  1866  Dr.  Bennett  was  elected  professor 
of  Mathematics  in  Moore's  Hill  College,  Ind., 
which  position  he  held  for  eight  years.  In 
1ST4  he  was  elected  Superintendent  of  the 
Piqua  Public  Schools,  which  position  he  still 
holds. 

He  received  the  degree  of  Doctor  of  Phil- 
osophy from  Moore's  Hill  College  in  187t),  and 


was  president  of  the  Ohio  Teachers'  Associa- 
tion the  same  year.  He  was  a  member  of  the 
Ohio  State  Board  of  School  Examiners  for 
five  years  (1895-1900),  and  has  been  a  mem- 
ber of  the  Miami  County  Board  of  Examiners- 
for  nineteen  years.  Dr.  Bennett  has  been  a 
representative  man  in  educational  affairs  for 
many  years,  as  a  member  of  the  National  Ed- 
ucational As.50ciation,  as  a  leader  in  the  Ohio 
Teachers'  .Association  as  an  instructor  in 
teachers'  institutes,  and  as  an  educational  wri- 
ter and  lecturer.  He  is  a  great  friend  to  the 
young  teacher,  and  has  done  much  to  raise 
the  professional  standard  of  teachers  in  Ohio. 
He  is  a  progressive  man  in  educational 
principles,  and  a  skillful  superintendent,  whose- 
judgment  is  generally  recognised  and  his  opin- 
ions and  methods  sought  for. 


499 


J.   J.    BLISS 


J,  J.  Bliss  is  of  Ohio  birth,  liaving  been 
born  at  Russell,  Geauga  County,  in  1854,  but 
the  family  soon  removed  to  Bainbridge  in 
the  same  county.  His  father  was  Olney  R. 
Bliss,  a  farmer  by  vocation,  whose  father 
Otis  B.  Bliss  came  from  North  Adams, 
Mass.  Three  sons  and  two  daughters  con- 
stituted the  family  and  of  these  one  of  the 
latter  is  deceased.  "In  1086  the  first  of  the 
Bliss  family  came  from  Devonshire,  England 
and  joined  tlie  Plymouth  Colony.  Mr.  Bliss 
is  a  descendant  through  his  paternal  grand- 
mother of  Roger  Williams,  and  his  mother 
was  a  McFarland.  descended  from  the  famous 
Highland  Scotch  Clan  of  that  name.  Five  of 
his  direct  ancestors  fought  for  independence 
in   the   revolutionary  war." 

Our  subject  attended  the  district  schools 
of  Bainbridge,  Geauga  County  for  some  years, 
also  a  village  select  school,  and  after  acquiring 
all  they  had  to  impart,  he  entered  Hiram 
College    for  preparatory   work,   where   he    re- 


ceived in.struction  under  the  renowned  Burke 
A.  Hinsdale.  Later  he  became  a  student  in 
Oberlin  College,  graduating  from  that  excel- 
lent institution  in  1881  with  the  degree  of 
Bachelor  of  .'Krts,  and  in  1880  the  college  con- 
ferred upon  him  the  further  honorary  degree 
of  Master  of  .A.rts.  Mr.  Bliss  taught  winters 
and  attended  college  the  other  three  terms, 
Oberlin  at  that  time  having  a  reeular  college 
term  in  the  summer.  After  graduating  he 
became  superintendent  of  schools  at  Kelly 
Island,  Ohio.  After  a  year  pas.sed  in  this 
capacity  he  went  to  Bucyrus,  as  principal  of 
the  high  .school  there,  holding  that  position 
three  years,  and  for  the  following  ten  years 
he  was  superintendent  of  the  schools  at 
Crestline.  In  180.5  he  was  recalled  to  Bucyrus, 
and  since  that  year  has  Iieen  the  efficient  sup- 
erintendent of  schools  in  that  city.  Mr.  Bliss 
has  a  large  library  which  has  grown  with  his 
varied  reading,  and  he  has  traveled  quite  ex- 
tensivelv     in     the     historic     sections     of     the 


500 


United  States  ami  Canada.  .Mr.  Bliss  is  a 
member  of  the  Knights  of  Pythias,  the  Ohio 
Teachers'  Reading  Circle,  the  National  Edu- 
cational .Association,  Ohio  State  and  the 
Xorthwcstern  Ohio  Teachers'  .Associations, 
and  a  memher  of  the  Congregational  Church, 
and  president  of  the  Y.  M.  C.  A.  and  .secre- 
tary of  tlic  public  library  board. 

He  was  married  to  Miss  Ella  May  Fuhr- 
man  of  Bucyrus,  and  they  have  had  three 
children,  of  these  a  son.  Marion  G.  and  a 
daughter,   .Mary   .M.   survive. 


RICHARD    C.    YOWELL 

"Be  somebody  in  the  battle  of  life!  be 
manly,  be  honorable,  be  ju.st,  industrious  and 
thrifty ;  make  the  world  better  for  your  liav- 
ing  been  in  it." 

The  above  is  the  motto  of  Mr.  Yowei.i,,  and 
right  nobly  has  he  carried  it  out.  He  has  been 
a  principal  in  the  Ea.st  End  .since  1870.  En- 
thusiastic ever,  his  heart  and  soul  are  in  the 
best  interests  of  these  schools,  and  he  has  al- 
ways endeaviired  to  have  his  boy  and  ,ei 
|)upils  turn  out  to  be  good,  honarable,  intelli- 
gent men  and  women,  good  citizens  of  the 
Republic,  a  most  praiseworthy  effort. 

Richard  C.  Yowell  was  born  December  81 , 
188.S,  in  Petersburg,  Boone  county,  Kentucky. 
His  father,  Kertley  Yowell,  a  native  of  Vir- 
ginia, was  an  engineer  and  a  coast  trader : 
liis  mother,  Rebecca  M.  Yowell,  was  of  Scotch- 
Irish  descent,  and  a  native  of  Maryland. 

Our  subject  is  imbued  with  all  the  admir- 
able qualities  of  manly  character  inherent  from 
such  heredity.  His  earlier  education  was  se- 
cured in  the  village  school  of  Petersburg ; 
then  came  a  course  in  the  .Academy,  same 
place,  from  which  he  graduated  in  18.58.  While 
there  it  was  his  good  fortime  to  have  as  in- 
structor a  live,  keen,  accomplished  school- 
master from  N'ew  England.  Nelson  AI.  Lloyd, 
father  of  Professor  J.  W.  Lloyd,  and  the 
Lloyd  brothers  of  Cincinnati.  Mr.  Lloyd's  in- 
dividuality was  strong  and  his  impress  luade 
upon  the  characters  of  the  young  men  that  at- 
tended the  academy  was  lastingly  beneficial. 
Mr.  Yowell  first  began  teaching  in  a  country 
school  in  Indiana,  in  Switzerland  county,  that 
State,  in  the  winter  of  1  SoS-.')!).  On  January  2, 
18(i(»,  he  became  principal  of  the  district  school, 
Cincinnati,  which  then  stood  on  the  site  of  the 
present  Hyde  Park  Scliool.  In  18(iS  he  was 
appointed  first  assistant  in  the  Thirteenth  Dis- 
trict School,  Cincinnati,  now  the  Webster 
school.  From  this  position  he  was  jiromoted  to 
the  head  of  tlie  Twenty-fourth  District  School 
in  1870.  where  he  remained  until  the  comple- 
tion of  the  Lincoln  public  school  building,  in 
which  he  was  installed  as  principal  in  1808. 
To  those  who  know,  it  is  hardly  necessary  to 
state  that  the  Lincoln  is  one  of  the  best  con- 
ditioned  schools   in    Cincinnati. 

Mr.  Yowell  is  prominent  in  secret  orders, 
bein.g  Past  Master  of  Yeatman  lodge,  F.  &  A. 


M.,  and  Past  Grand  of  Spencer  lodge,  I.  O.  O. 
F.  He  is  a  member  -uid  e.\-president  of  the 
Principals'  .\ssociation  of  Cincinnati,  iilso 
member  and  e.x-president  of  the  Teachers' 
Club.  He  is  likewise  a  director  and  trustee  of 
the  Teachers'  Annuity  and  .Aid  .Association,  as 
we!!  ■  its  linancial  secretary,  and  holds  mem- 
bership in  the  Schoolmasters'  Club  and  the 
Ohio  State  Teachers'  Reading  Circle. 

Mr.  Yowell  has  been  married  twice,  his 
present  consort  being  Carrie  ( Pfeiffer)  Yow- 
ell, who  was  formerly  a  teacher  under  his 
regime  in  the  old  Twenty-fourth  District 
School.  He  has  two  children  living  (none  by 
the  last  marriage),  Everett  I.  and  Effle  M. 
Yowell.  His  son  is  a  graduate  of  the  Cincin- 
nati University,  "graduated  with  distinction," 
and  is  now  attached  to  the  Naval  Observa- 
tory at  Washington,  D.  C. 


JESSE    McCORD 

.Although  a  young  man  this  gentleman  has 
had  a  most  extended,  valuable,  and  thorough 
experience  as  a  member  of  the  educational 
fraternity,  and  he  is  one  of  the  staunchest 
upholders  and  exponents  of  the  great  public 
school  .system  as  exemplified  in  tlie  common- 
wealth  of  Ohio. 

He  is  a  most  popular  and  efficient  instruc- 
tor, and  his  work  has  ever  been  uniformly 
successful   and  eminently  satisfactory. 

•Mr.  MrCoRD  is  a  son  of  Ohio's  soil,  hav- 
ing been  born  at  Washington  Court  House, 
this  state,  .August  l-"),  1872  and  his  early  life 
was  passed  amid  the  rural  surroundings  of  the 
farm  owned  and  conducted  by  his  parents,  J. 
B.  and  Mary  J.  McCord,  who  had  a  family  of 
nine  children,  comprising  eight  boys  and  one 
daughter.  For  some  years  our  subject  at- 
tended the  country  schools  near  the  place  of 
his  birth,  and  finally,  in  18!)0.  graduated  from 
the  Normal  School  at  Washington  Court 
House.  His  career  as  a  teacher  began  in 
I8.i:S  in  a  country  school  in  Fayette  county, 
where  for  four  years  he  instructed  the  youth- 
ful mind  "how  to  shoot."  At  the  expiration 
of  that  time  Mr.  McCord  was  appointed  Su- 
perintendent of  the  Good  Hope  school  and 
held  that  office  two  years,  when  he  became 
superintendent  at  Bloomingsburg  for  three 
years,  which  were  followed  by  one  year  as 
superintendent  of  the  school  at  Clifton,  Greene 
county,  and  the  past  three  years  have  seen 
him  installed  as  superintendent  of  the  Yellow 
Springs  schools,  the  duties  of  which  position 
have  been  filled  by  him  with  mifailing  suc- 
cess. 

Air.  McCord  is  president  of  the  Green 
County  Teachers'  As.sociation,  the  Board  of 
County  Examiners,  the  Ohio  Teachers  Read- 
ing Circle,  the  Odd  I'ellows,  and  Modern 
Woodmen  of  .America.  On  .August  15,  180.5, 
he  was  married  to  Miss  Leatha  Patton,  and 
they  have  a  pleasant  home  at  Yellow  Springs. 


501 


STARLING    LOVING,    M.  D. 


Dean  of  the  Starling  Medical  College,  Co- 
lumbus, Ohio,  and  one  of  the  foremost  phy- 
sicians and  surgeons  in  the  United  States, 
was  born  in  Russellville,  Kentucky,  in  182d, 
son  of  Willis  Loving,  a  merchant,  and  Susan- 
nah Loving.  He  became  a  student  in  the 
Russellville  Academy,  now  known  as  Bethany 
College,  and  was  graduated  in  1840.  Later 
he  entered  Starling  Medical  College  at  Co- 
lumbus, and,  after  a  highly  successful  course 
of  studies,  graduated  in  1849.  Then  followed 
a  post-graduate  course  at  Bellevue  Hospital, 
New  York,  and  graduation  with  honors  in 
1853.  On  the  breaking  out  of  the  Civil  War 
he  was  commissioned  surgeon  in  the  Sixth 
Ohio  Volunteer  Infantry,  and  performed  in- 
valuable services  throughout  the  whole  of  the 
internecine  struggle.  In  1875  Dr.  Loving 
was  appointed  an  instructor  in  medicine  in 
the  Starling  Medical  College,  and  in  1884  was 
elected  Dean  of  that  institution,  a  position  he 
has  since  continued  to  hold  with  an  efficiency 
that  has  given  him  a  widespread  reputation. 
In    1882   he   served   as   president   of  the   Ohio 


Medical  Society,  and  in  1893-4  was  first  vice- 
president  of  the  American  Medical  Associa- 
tion, an  organization  with  a  membership  of 
eO,^)^).  Dr.  Loving  has  ever  taken  a  great 
interest  in  educational  affairs,  and  was  a  mem- 
ber of  the  Columbus  School  Board  for  eight- 
een years,  and  acted  as  its  president  for  four 
years.  He  served  as  a  member  of  the  Colum- 
bus City  Council  for  a  year,  and  now  holds 
membership  in  the  Association  of  American 
Physicians,  the  American  Clinical  Society,  the 
Columbus  Medical  Society,  the  military  order 
of  the  Loyal  Legion,  Mount  Vernon  C6m- 
mandery,  F.  &  A.  M.,  and  since  1866  has  been 
Physician-in-chief  to  St.  Francis  Hospital, 
Columbus.  Dr.  Loving  has  been  a  frequent 
contributor  to  medical  publications,  and  is  a 
recognized  authority  in  his  profession.  In 
Ohio's  Capital  City  his  name  is  as  familiar 
as  a  household  word,  and  his  talents  are 
universally  respected. 

Dr.  Loving  was  married  to  Miss  Margaret 
O.  Noble,  and  they  have  had  a  family  of 
seven  children,   five  being  daughters  and  two 


502 


ALFRED    HOLBROOK 


In  turning  through  an  American  Litera- 
ture this  note  appears :  ''Alfred  Holbrook 
was  born  in  Darby,  Conn..  (Feb.  17),  1816, 
son  of  the  well  known  philanthropist,  Josiah 
Holbrook.  who  did  so  much  in  the  way  of 
invention.  The  education  of  Alfred,  so  far 
as  it  has  not  originated  with  himself,  was  re- 
ceived at  Groton,  Mass.,  where  at  the  age  of 
eleven  he  was  placed  under  the  tuition  of 
Eliza  Wright.  Mr.  Holbrook  though  not 
gifted  with  much  physical  health,  has  a  strong 
will  and  an  extraordinary  inventive  faculty. 
This  latter,  which  might  have  won  him  fame 
and  fortune  in  the  line  of  mechanical  inven- 
tions and  civil  engineering,  has  been  devoted 
to  the  work  of  education. 

"By  his  own  unaided  exertions,  and  by  the 
magnetism  of  his  character  and  his  labors, 
without  either  private  contributions  or  State 
endowment,  he  has  built  up  at  Lebanon.  Ohio, 
a  larsie  educational  establishment,  chiefly  for 
the  education  and  training  of  teachers." 

This  book  appeared  in  the  early  70's,  con- 
sequently Mr.  Holbrook  had  not  accomplished 
his   prreat   work   at    Lebanon,    as   he   had   not 


yet  been  there  twenty  years.  He  "was  just 
entering  upon  the  period  when  he  was  to  do 
the  greatest  work  ever  accomplished  by  any 
educator  in  this  country.  This  appears  like 
a  strong  statement,  but  to  one  who  has  been 
his  pupil,  and  who  has  made  a  close  study 
of  the  educational  problems  of  this  country 
it   does  not   seem  too  strong. 

In  many  respects  Mr.  Holbrook  has  been 
the  leader  in  educational  reforms.  He  is  pre- 
eminently the  father  of  Independent  Normal- 
ism  in  this  country. 

.\s  early  as  184"2  we  find  him  organizing 
classes  for  the  study  of  the  Theory  and  Prac- 
tice of  teaching,  during  the  summer  vacation. 

The  first  Summer  Normal  of  which  we 
can  find  any  account  was  conducted  by  Mr. 
Holbrook  in  Hillsboro,  Ohio,  during  the 
summer  of  18-3'i.  This  was  a  new  departure 
in  school  work.  Here  he  introduced  many 
innovations,  the  most  important  of  which  per- 
haps was  the  school  exposition.  Instead  of 
the  old  fashioned  school  term  closing  with 
declamations,  .songs,  etc.,  the  students  pre- 
pared  an   exhibit   of  the  work  actually   done 


503 


■during  the  term.  Every  student  had  a  cab- 
inet of  minerals  with  collections  of  botanical 
specimens,  pressed  and  properly  labeled  for 
examination  by  visitors.  Many  addresses 
were  made  by  students  on  themes  assigned 
by  the  teachers. 

In  1855  the  Southwest  State  Normal 
School  was  founded  by  him  at  Lebanon, 
Ohio.  Students  of  both  sexes  were  admitted 
on  equal  terms.  No  rules  of  conduct  were 
prescribed :  students  were  on  their  honor  as 
ladies   and   gentlemen. 

Before  this  time  Oberlin  had  admitted 
both  sexes,  but  with  fifty  more  rules  govern- 
ing the  conduct  of  women  than  of  men.  In 
all  the  years  of  the  Lebanon  school  there  has 
never  been  a  scandal  of  any  sort. 

Pupils  were  permitted  to  enter  the  school 
without  examination,  and  were  placed  just 
where  they  could  do  the  best  work.  Boarding 
and  room  rent  were  put  at  such  a  price  that 
many  a  young  man  spent  a  year  in  school  for 
less  than  $lo(*.  Boarding  clubs  were  formed 
l)y  students,  they  electing  one  of  their  number 
for  steward  and  hiring  a  woman  for  cooking. 
Board  cost  on  this  plan  less  than  one  dollar 
per    week. 

Students  were  requested  to  make  a  pro- 
gram for  tile  entire  24  hours  of  the  regular 
five  school  days.  Monday  was  the  vacant 
day,  instead  of  Saturday.  This  arrangement 
protected  Sunday  from  the  study  and  pre- 
paration of  lessons,  also  offered  the  ladies  a 
better  opportunity  for  individual  laundry 
work.  There  were  no  vacations  save  two  or 
three  weeks  in  the  summer,  thus  50  weeks 
were  used  for  college  courses.  The  discipline 
of  irregulars  and  offenders  was  conducted 
entirely  in  private.  No  example  was  ever 
made  of  discipline.  .\o  expulsion  was  ever 
made.  No  examination  for  certificate  or 
diploma  save  those  in  the  regular  class  room. 
No  record  was  taken  of  attendance  or  absence 
at  General  Exercises. 

These  exercises  were  such  as  made  it  un- 
necessary. Finals  and  publics  at  General  Ex- 
ercises by  scientifics  and  classics  occasionally. 
Daily  prayer  meeting  was  conducted  entirely 
b"  students  though  sometimes  attended  by 
the  teachers.  Sotuetimes  they,  individually, 
were  invited. 

In  18(i")  the  entire  four  year  college  course 
was  arranged  to  occupy  two  years  and  by  the 
use  of  fifty  weeks  in  a  vear  and  more  hours 
in  a  day,  it  was  found  there  were  more  hour 
long  recitations  in  the  Normal  college  course 
than  in  that  of  the  regular  college  of  four 
years.  Students  graduating  in  the  Normal 
courses  were  accredited  at  Vale,  the  same  as 
those  coming  from  any  of  the  established  col- 
leges and  they  luaintaincd  the  reputation  of 
their  college  work  :  often  winning  any  prize 
offered    by    the    college    to    which    they    were 


competitors.  Many  other  incidental  improved 
practices  and  usages  were  introduced  and 
worked   successfully. 

Graduate  students  from  the  classical  course 
at  the  Lebanon  Normal  School  —  now  known 
as  the  National  Normal  University  —  are  ad- 
mitted to  the  senior  year  at  Yale  without 
examination.. 

President  Holbrook  now  in  his  ninetieth 
year,  is  spending  his  days  in  the  old  town, 
that  has  been  his  home  for  so  many  years. 
His  mind  is  seemingly  as  bright  as  it  was 
twenty-four  years  ago,  when  the  writer  first 
met  him.  His  work  for  elucation  has  never 
been  appreciated,  but  in  the  years  to  come 
hundreds  will  rise  up  and  call  him  blessed. 
M.   F.  Andrew. 


LINNEUS   C.    DICK 

This  gentleman  enjoys  the  distinction  of 
havin.g  been  attached  to  but  one  school  for 
the  lengthy  period  of  twenty  years,  a  fact  that 
speaks  volumes  for  the  efficiency  of  his  mini- 
strations, and  one  that  needs  no  commentary. 

Mr.  Djck  was  born  near  the  village  of 
Rushville,  Fairfield  county,  Ohio,  October  II, 
lM5i),  and  in  an  educational  atmosphere  that 
might  be  said  to  be  almost  a  premonition  of 
his  future  calling,  as  both  his  mother  and 
father  were  public  school  teachers.  The  lat- 
ter was  a  veteran  in  the  field,  and  contiiuied 
in  active  service  as  a  public  instructor  up  to 
11)01,  when  old  age  compelled  him  to  retire 
from  school  room  generalship  to  private  life, 
after  a  most  extended,  useful  and  honorable 
career. 

Our  subject,  beside  his  home  training,  re- 
ceived hjs  first  instruction  in  country  and  vil- 
lage schools,  after  which  he  took  courses  in 
[•"airfield  Union  .Academy,  and  the  Eastern 
Ohio  Normal  School,  located  at  Pleasantville, 
Ohio.  Mr.  Dick  began  teaching  in  Perry 
county,  in  a  country  school  near  the  town  of 
Somerset,  and  later  removed  to  .\ladison 
county.  He  has  been  in  West  Jefiferson  for 
over  twenty  years,  gained  gradual  promotion 
here,  and  in  18:i]l  was  deservedly  rewarded  for 
faithful  services  by  being  appointed  superin- 
tendent of  schools. 

Mr.  Dick  is  a  member  of  numerous  or- 
ganizations, including  the  Masonic  Order  and 
Odd  Fellows,  Central  Ohio  Teachers'  .Asso- 
ciation, Ohio  State  Teachers'  .As.sociation, 
Ohio  Teachers'  Reading  Circle,  and  is  also 
one  of  the  Madison  County  Board  of  Exam- 
iners, and  an  attendant  at  the  Methodist  Epis- 
copal Church.  He  was  married  to  Miss  Cora 
A.  Ingalls,  a  graduate  of  the  West  Jefferson 
School  in  18H(i,  and  a  native  of  Jefferson 
county.  Ohio,  and  the-  have  a  chanuing 
daughter,  Gladys   E.   Dick. 


504 


GEORGE    S.    ORMSBY 


A  short  distance  cast  of  the  liistoric  viHagc 
of  Concord,  Mass.,  is  a  meadow  througli 
which  flows  westerly  a  small  brook,  which 
enters  a  timnel  and  runs  down  under  a  por- 
tion of  the  village  heneatli  a  street  which  is 
now  called  "the  dam."  Emerging  from  the 
tunnel  it  .soon  empties  into  the  Concord  river 
just   above. 

"The   rude   bridge 
Where  once  the  emiiattlcd 
Farmers    stood, 
And  lired  the  shot  heard 
Round  the   world." 

For  more  than  a  hundred  years  this  brook- 
has  borne  the  practical  name  of  "Mill  Brook," 
along  the  line  of  the  street  now  called  "Th- 
Dam"  was  once  a  mill  dam  and  above  it  a 
pond,  opening  into  a  flume  through  which  the 
water  passed  to  a  rude  wooden  water  wheel 
to  move  the  simple  machinery  of  the  mill.  The 
machinery  consisted  chiefly  of  a  "carding 
machine"'  used  to  card  the  wool  and  prepare  it 
for  the  bodies  of  the  hats  which  were  manu- 
factured in  a  shop  hard  by.  Into  this  pond 
the  British  soldiers  threw  some  cannon  on 
that  memorable  l!)th  of  April,  U~^i  when,  un- 


invited, they  made  an  early  call  on  the  farmers 
of  Middlesex. 

On  the  north  bjrder  of  this  meadow,  and 
about  two  hundred  yards  from  the  brook, 
stands  the  mansion  in  which  Ralf  Waldo 
Emerson  spent  all  the  later  years  of  his  life; 
and  on  tile  south  border,  and  about  the  same 
distance  from  the  brook,  there  once  stood  an 
mipretentious  humble  cottage,  in  which  George 
Stcplien  Ormsby  was  born  on  Sunday  the  first 
day  of  October,  ]8-i(l.  His  father,  George 
Ormsby.  who  was  a  soldier  in  the  war  of  1812, 
and  who  received  a  wound  at  Buffalo  in  1814 
when  that  city  was  destroyed  by  the  British 
and  Indians,  w."s  a  hatter.  His  paternal  grand- 
father, Stephen  Ormsby,  was  a  soldier  in  the 
Revolutionary  War,  and  fought  in  the  battles 
of  Trenton  and  Piscataqua,  N.  J.  He  bears 
the  name  both  of  his  father  and  grandfather. 
His  mother,  Martha  Blanchard,  was  the  de- 
scendant of  an  old  and  honored  Xew  England 
family.  She  had  a  natural  musical  talent  and 
played  the  violin;  and.  prior  to  her  marriage, 
she  taught  school   in  Walpole.  N.  H. 

The  children  consisted  of  five  sons,  namely: 
William  Henry,  Charles  White.  George  Ste- 
phen. Francis  Elliott  and  Edward   Blanchard. 


505 


Except    the    subject    of   this    sketch   all    these 
nave  passed  into  the  sphere  beyond. 

Before  lie  was  two  years  old  his  parents 
moved  from  Concord  to  Bolton,  .Mass.,  where 
his  father  engaged  in  the  hatting  business 
with  one,  Edmund  Blood.  He  remembers  that 
prior  to  this  event  he  sat  one  day  on  the  stairs 
m  the  front  entry  of  the  house  and  was  eating 
a  piece  of  "lection  cake"  which  his  father 
aiid  uncle  passed  out  the  door.  He  remembers 
also  that  one  day.  evidently  in  that  same  sum- 
mer, he  .sat  on  the  shore  of  the  pond  near  the 
water  while  several  of  the  hatters  were  in 
swimming,  with  their  arms  stretched  out 
Hoating  on  their  backs.  He  remembers  while 
m  Bolton  that  Lafayette,  in  1S2-1.  passed  his 
lather  s  house;  he  thinks  he  is  one  of  very  few 
now  ivmg  (1005)  who  ever  saw  the  great 
frenchman. 

He   commenced   his   school   life   in    Bolton 
probably   at   the  age  of   three   years.      He   re- 
members   distinctly   one   day   in    school,    prob- 
ably  his   hrst    day,   when   he   could   not   read 
when  he  knew  not  a  single  letter.     How  manv 
weary  months   he   sat   on  the   low  hard    fron't 
seat  and   was  called   up  twice  a  day,   perhaps 
four  times,  to  say  after  the  master  the  names 
of  the   letters    A.   a,   B,  b.   C,  c,  etc.,  he  does 
not   know.      He   remembers   the   day  when   he 
could   not   read.     Again   he   remembers   a   day 
when   he   could   read   quite    fluently.      But   the 
period    bounded    by    those   points    is    an    utter 
blank;    and  he   has   frequently  asked,   in   later 
years.  What  were  those  teachers  doing  in   all 
those  weary  months  that  not  a  single  impres- 
sion  is    made   that    can   be   recalled,   No  i    he 
says  It  was  not  all  a  blank;    for  one  day  the 
mmi.ster  Rev.  Allan  came  to  the  school   when 
the  children  were  out  at  play.     They  went  into 
the   house  at  his  bidding,   and   listened  to  his 
kindly   talk      He   does  not    remember  that   he 
saw    Mr.    Allan    after   that    day    at    any    time 
bixty-four  years  glide  away,  and  Mr.  Ormsbv 
returns  to  the  place  of  his  old  home  in  Bolton 
He  goes  into  the  church  not  knowing  what  he 
may  see  withm   and   expecting  to  see  nothing 
but   the   quaint  old  furniture   which   had   been 
photographed   on    his   soul   in   childhood       -Xs 
he  enters    he  sees  the  portrait  of  a  man  hang- 
ing  on    the    wall    near   the    pulpit,    he    comes 
nearer,  and  at  once  recognizes   Mr.   Allan  the 
kind  preacher  who  with  outstretched  hand  on 
tha  far  off  day  drove  all  the  little  children  into 
the    house,    as    he    would    have    driven    a    lot 
of  lambs  into  the  fold.     Query.     Is  there  anv 
way   of  making    impressions  on   the   mind    o'f 
young    childhood    that    will    be    lasting?      At 
this    school    he   became    the    possessor    of   the 
hrst  spelling  book  he  ever  owned.     A  part  of 
this  IS  still  preserved. 

In  the  early  autumn  of  1827,  when  Dam- 
son plums  w-ere  ripe,  the  family  moved  from 
Bolton  to  Westmoreland,  New  Hampshire 
In  this  town  he  went  to  school  one  winter  to 
a  master  and  one  summer  to  a  mistress  three 
months  in  each.  In  this  school  taught  evi- 
dently by  one  of  the  best  teachers  of  those 
day.s  he  learned  to  spell  some  of  the  linger 
^■?L  \l"u  '"'  .^l"^"'ng  book,  and  nearlv  all 
1  he  Abbreviations"  .so-called  as  A,  A  S  A 
B.,   A.   D.,   etc.     He   learned   also   the   various 

500 


arts   of  punishment  that  could  be  inflicted  by 
a  handsome  man  six  feet  and  two  inches  high 
\yith   muscular  proportions   who   did   not    fear 
that   his    larger   pupils   would   throw   him   out 
ot    the   window  — a    feat   that    was   .sometimes 
accomplished,  even  in  good  old  New  England 
when    a    small    teacher    undertook    to    coerce 
larger  boys.     One  of  the  most  unique  punish- 
ments   was   this:     A   full   grown   boy   has   of- 
tended.      He   is    required   to   stand   on    a    seat 
with  his  back  toward  the  desk  in  front  of  that 
seat.     He  then   sits   upon  the   desk  and   leans 
backward  supporting   himself  with   his  fingers 
taking  hold  of  the  projection  that  rises  above 
the  desk.     In  this  position  he  slides  down  until 
the  entire  weight  of  the  body  is  sustained  by 
his  tmgers,  his  legs  below  the  knee  onlv  rest- 
ing on  the  top  of  the  desk.     When  the  fingers 
become  tired  so  that  he  can  hold  on  no  longer 
he  drops  to  the  floor,  then  the  teacher,  with  a 
broad  ruler  gives  him  a  severe  blow  on  that 
part  of  the  body  where  there  is  little  danger 
of  breaking  bones,  and  sends  him  back  again 
to  his   punishment.     Another  offender  holds  a 
book  on  his  open  palm  and  stretches  his  arm 
ma  horizontal  position.     If  the  tired  arm  falls 
below   the   horizontal,   a   blow    from   the  ruler 
brings    It   back.      Another   culprit   is    made   to 
put   his   finger  on  the  head  of  a  nail   in  floor 
and     "hold    it     down."       Another     is     rapidly 
whirled  around  like  a  top;    falling  to  the  floor 
he   lies   there   until   ordered   to  his   seat.     An- 
other  feels   the   limber   switch   about   his   legs 
which  process   is  continued   until   the  offender 
at   least  promises   himself  that   he  will    do   so 
no  more.     None  of  these  punished  pupils  ever 
report    at    home;     for    in   those   sterner    days, 
the  dignity,  the  authority  and  sometimes  even 
the  tyranny  of  the  teacher  is  sustained. 

The  family  moved  to  Walpole,  an  adjoin- 
ing town,  the  boy  is  sent  to  the  old  red  school 
house  where  his  mother  taught  before  her 
marriage.  In  18M,  when  in  his  seventy-fifth 
year.  Professor  Ormsby  visited  Walpole, 
where  the  old  school  house  still  stood  with 
its  old  whittle  benches  the  same  as  when  he 
was  a  pupil  there. 

But  the  family  was  now  to  be  scattered, 
never  to  be  united  again.  In  November.  1820, 
on  1  hanksgiving,  the  two  brothers  George  and 
Francis,  the  one  nine  years  old  and  the  other 
SIX  kissed  their  mother  for  the  last  time  and 
walked  hand  in  hand  about  four  miles  to  Wal- 
pole village  where  they  staid  all  night  with 
their  Aunt  Lucy  Ormsby,  who  had  been  a 
teacher  in  the  village  many  years.  In  the 
early  morning  of  the  next  day!  before  it  was 
yet  light  the  two  boys  with  their  father  walked 
from  the  village  to  Bellows  Falls,  Vermont, 
about  four  miles,  then  they  took  tlie  stage  for 
Worcester,  Vermont.  Here  the  two  boys  at- 
tended school  together  until  news  came  of  the 
death  of  their  mother,  which  occurred  on  the 
thirty-first  day  of  December.  18211.  The  father 
and  the  younger  brother  Francis  then  returned 
to  Walpole,  leaving  the  older,  a  boy  of  only 
nine  years,  practically  an  orphan,  for  never 
again  was  he  the  recipient  of  the  care  of  any 
of  his  own  kindred. 

At  this  time  a  gentleman  by  the  name  of 
Young,   George   M.    Young  of   Lyme,   N.    H., 


tile  father  of  E.  S.  Young,  who  became  one 
of  the  first  lawyers  in  the  Dayton,  Ohio,  Bar, 
and  subsequently  was  the  grandfather  of 
George  R.  and  William  H.  Young,  who  at 
this  time  (1U05)  constitute  the  law  firm  of 
Young  &  Young,  Dayton,  Ohio,  became  in- 
terested in  this  boy;  and  in  June,  1880,  took 
him  with  him  to  Lyme,  New  Ilampshirc.  Here 
he  did  all  kinds  of  farm  work  that  a  boy  could 
do  and  attended  school  three  months  in  the 
year  till  183o.  In  this  year  the  Young  family 
emigrated  to  Ohio.  He  was  then  fifteen  years 
old  and  chose  rather  to  come  West  with  this 
fannly  than  to  remain  in  New  England,  as  he 
was  urged  to  do.  They  left  Lyme.  ^L'ly  15,  and 
reached  Burlington,  Vermont  on  the  10th.  On 
the  eastern  slope  of  the  Green  Mountains  they 
crossed  a  heavy  snow  drift,  on  the  road.  From 
Burlington  they  passed  up  Lake  Champlaiii  to 
Whitehall  in  "The  Steam  Packet  Franklin.'' 
Thence  they  went  down  the  northern  canal 
to  its  junction  with  the  Erie  Canal  and  there 
took  passage  on  another  boat  for  Buffalo,  N. 
Y.,  which  was  reached  in  a  stormy  night  of 
May  29.  The  next  day  at  evening  they 
boarded  the  steamboat  General  Pike  for 
Cleveland,  Ohio,  sailing  in  the  early  morning 
of  May  31,  arriving  in  Cleveland  and  stopping 
at  the  old  Franklin  house  about  1  o'clock  Sun- 
day morning,  June  1,  18.35.  On  the  same 
morning  they  embarked  on  the  canal  boat 
Ohio,  and  reached  Newark.  Ohio,  the  end  of 
their  journey  on  June  3,  18-35.  At  this  time 
the  surface  of  Ohio  was  largely  covered  with 
dense  forests.  With  axe  in  hand  he  went  into 
the  "beech  woods''  in  Licking  county,  and  for 
more  than  four  years  engaged  in  cutting  down 
the  trees,  the  grubbing  the  underbrush,  digging 
the  stumps,  clearing  up,  plowing  and  culti- 
vating the  soil,  learning  wliat  he  could  each 
winter  in  the  district  school. 

For  these  years  of  toil  he  received  little 
or  no  compensation,  at  the  end  he  engaged 
to  work  for  a  farmer  one  month  for  ten 
dollars,  and  to  clear  off  three  acres  of 
land  for  the  same  man  for  fifteen  dollars.  The 
work  done  and  the  money  received,  with  this 
mignificent  sum  of  twenty-five  dollars,  he 
started  for  Granville  College,  now  Denison 
L^niversity  in  Granville,  Ohio.  He  was  re- 
ceived kindly  by  the  president  and  faculty 
and  was  permitted  to  work  on  the  college  farm 
outside  of  recitation  hours  at  the  rate  of  six 
cents  an  hour.  In  this  way  he  maintained 
himself  during  his  stay  at  Granville  College, 
studying  Latin.  Greek  and  Mathematics.  Pro- 
fessor Ormsby  thinks  he  learned  more  about 
correct  methods  of  teaching  at  this  college 
than  he  has  learned  from  any  other  source, 
and  yet  he  listened  to  no  lectures  on  that  sub- 
ject. He  saw  how  those  masters  taught  and 
he  has  never  thought  it  wise  to  change  their 
methods. 

Leaving  Granville  College  he  graduated 
from  Farmers'  College.  Hamilton  county, 
Ohio.  Here  he  was  appointed  Principal  of  the 
preparatory  department  and  adjunct  professor 
of  ^lathematics  in  1847.  He  held  this  position 
until  1857  when  he  resigned  to  take  charge  of 
Greenup     Classical     Academy.     Greenupsburg, 


Kentucky.  He  remained  here  until  the  break- 
ing out  of  the  Civil  War  in  18(11.  In  August 
of  that  year  he  was  appointed  to  the  super- 
intendency  of  tlie  Xenia  pulilic  schools,  Xenia, 
Ohio,  a  position  which  he  held  until  187'J. 
In  May,  1881,  he  sailed  for  England  and  con- 
ducted a  successful  business  in  the  world's 
great  metropolis  until  1888.  While  here  he 
taught  for  a  period  in  the  Working  Men's 
College.  All  teaching  in  this  institution  is 
done  without  pay  or  reward.  In  18i)0  he 
again  visited  London  returning  in  1891.  This 
voyage  luaking  ten  times  that  he  has  crossed 
the   Atlantic. 

In  1806  Professor  Orm.sby  wrote  a  school 
l)ook  on  Geography  called  "Ormsby's  Guide 
to  Geography,''  published  by  E.  H.  Buttles 
&  Co.  In  1877  was  published  his  "Primary 
Mathematical  Geography  and  Guide  to  Nich- 
ol's  Geographical  Models,''  also  his  "Terres- 
trial Globe  ^lanual."  In  clearness  and  con- 
ciseness of  statement  and  in  accuracy  of  defi- 
nition these  works  are  unsurpassed  even  if 
equalled. 

In  1877  also,  Professor  Ormsby  published 
his  "Map  Drawing  System  for  Schools.'"  He 
claims  that  his  system  is  superior  to  all  others 
because  he  makes  the  parallels  and  meridians 
the  construction  lines  for  maps  and  furnishes 
a  scale  by  which  these  lines  can  be  accurately 
drawn.  He  claims  further  that  his  map  draw- 
ing scale  is  ne  plus  ultra.  It  is  impossible  to 
make   a  better   one. 

Some  time  prior  to  the  year  1871,  Richard 
Grant  White  wrote  an  article  on  what  he 
called  the  "Granunarless  Tongue."  To  this 
article  Professor  Ormsby  luade  a  brief  reply, 
and,  subsequently  he  wrote  a  scries  of  six 
papers  on  the  subject  of  Grammar  whicli  were 
published  in  the  Ohio  Educational  Monthly, 
edited  at  the  time  by  Hon.  E.  E.  White.  The 
first  appears  in  Vol.  I'i.  No.  1.  January,  1871. 
The  subsequent  numbers  appear  in  the  order 
as  follows:  in  March.  .-Vpril.  May.  June  and 
the  last  in  January.  1872.  The  thought  chiefly 
emphasized  in  these  papers  is  that  English 
Grammar  is  a  study  difiicult  to  learn  because 
the  exact  truth  is  not  seen  in  the  definition. 
The  learner  cannot  understand  the  definition 
because  it  is  not  true.  Prof.  Onusby  is  the 
author   of   an   unpublished    Granunar. 

In  1853  Prof.  Ormsby  was  married  to  Miss 
Caroline  Woodbury  of  Beverly.  Mass..  ^a 
sister  of  Prof.  Isaac  B.  Woodbury,  a  well- 
known  musical  composer.  To  them  were  born 
three  children,  a  son  and  two  daughters,  all 
■of  whom  are  living.  He  is  one  of  the  oldest, 
if  not  the  oldest  of  Ohio's  teachers  and  al- 
ways had  the  confidence  of  the  mighty  men 
who  have  passed  away  such  as  Andrew  J. 
Rickofif,  Thomas  W.  Harvey,  E.  E.  White, 
Stevenson,  Hancock,  Tappan,  and  others.  He 
is  at  this  time  (1005)  engaged  in  no  public 
service,  but  in  perfect  health,  and  with  energy 
unabated,  he  attends  to  his  own  private  af- 
fairs. "With  eye  undimmed  and  natural  force 
unabated"  he  teaches  every  Sabbath  morning 
a  large  Bible  class  in  the  First  Presbyterian 
Church  of  Xenia. 


507 


G.    L.   SMEAD 


That  most  bfiielicent  of  institutions  —  tlie 
Ohio  State  School  for  the  Blind  —  has  been 
in  existence  since  1837,  or  about  two-thirds  of 
a  century,  and  the  vast  amount  of  good  that 
it  has  accomplished  during  that  period  is  be- 
yond computation.  The  buildings  are  spa- 
cious, equipped  with  all  modern  hygienic  im- 
provements and  comforts,  there  are  extensive 
grounds  and  walks,  and  the  institution,  as  a 
whole  will  compare  favorably  with  any  otlier 
in  the  country  devoted  to  this  purpose.  The 
following  are  the  names,  in  tlie  order  of  their 
succession,  of  the  six  superintendents  who 
have  given  the  institution  faithful  service  :  A. 
W.  Penniman,  William  Chapin,  George  Mc- 
Millen,  R.  E.  Harts,  Dr.  A.  D.  Lord  and  G. 
L.  Smead,  the  present  incumbent.  He  has  been 
connected  with  the  school  for  thirty  years,  or 
almost  half  the  time  it  has  been  in  existence, 
and  much  of  its  present  efficiency  is  due  to 
his  efforts. 

Mr.  Smead  is  a  native  of  the  Old  Bay 
State,  having  been  born  in  Greenfield,  Mass., 
in  1834,  three  years  before  the  Ohio  School 
for  the  Blind  was  organized.  He  was  raised 
on  the  farm  conducted  by  his  parents,  Charles 
Lewis  and  Lucy  Smead,  and  attended  the 
schools  of  his  native  place.  He  fitted  himself 
for    a    collegiate    course    at    Westminster    and 


Saxton's  River,  and  then  entered  Amherst 
College,  Mass.,  where  he  graduated  and  earned 
the  degree  of  A.  B..  and  A.  M.  Later  on  he 
studied  theology  and  was  for  fifteen  years  a 
minister  in  the   Presbyterian   faith. 

Mr.  Smead  first  taught  in  a  country  school 
in  18.51  to  185'i,  and  then  in  select  schools 
in  Clrecnhcld  in  185.")-.")(i-.57.  In  18.")9  he  went 
to  Columbus,  Ohio,  as  a  teacher  in  the  Ohio 
State  School  for  the  Blind,  continuing  in  this 
capacity  for  nine  years.  He  then  became  min- 
ister of  the  Gospel,  and  continued  in  the  ser- 
vice of  the  Master  in  this  vocation  for  fifteen 
years,  when  he  returned  to  the  school  for  the 
Blind  as  superintendent,  and  this  position  he 
has  ably  filled  for  the  past  twenty-one  years. 
During  the  fifteen  years  that  !Mr.  Smead  was 
away  from  the  institution  the  following  gen- 
tlemen served,  consecutively,  as  superintend- 
ents: Henrv  Snyder,  Dr.  H.  P.  Frieker.  C. 
H.  Miller.  Dr.  S.  S.  Burrows  and  Dr.  R.  D. 
Wallace. 

Mr.  Smead  was  married  to  Miss  Sarah  E. 
Emer.son,  and  they  have  had  four  children, 
three  sons  and  a  daughter.  One  son  is  a 
physician  in  Toledo.  Ohio ;  another  a  ma- 
chinist at  Pittsburgh.  Pa.,  while  the  third  is 
now  a  student  at  the  Johns  F-|-ipkins  Medical 
College. 


508 


PROF.   MARTIN    REGISTER   ANDREWS 


Many  of  tlic  professors  at  Marietta  Col- 
lege have  won  a  national  repntation  throngii 
the  excellence  of  their  work  there,  and  their 
long  length  of  service,  and  among  the  number 
is  the  above  named,  who  has  been  connected 
with  the  institution  for  over  a  quarter  cent- 
ury. 

Professor  Andrews  was  born  near  Meigs 
postoffice  in  Morgan  county,  Ohio,  April  (i. 
1842,  his  father  being  Seth  Andrews,  farmer, 
now  deceased.  His  first  education  was  re- 
ceived in  a  district  school,  followed  by  studies 
in  the  higher  school  at  McConnelsville,  Ohio, 
and  graduation  in  1859.  He  also  took  a  full 
course  at  Marietta  College,  and  was  graduated 
in  1869  with  the  degree  of  Bachelor  of  Arts. 
His  first  teaching  was  done  in  the  district 
schools  of  his  native  county ;  afterwards  at 
Harniar,  now  known  as  West  Marietta,  of 
which  he  was  appointed  school  principal.  Suc- 
ceeding this  he  officiated  for  nine  years  as 
superintendent  at  Steubenville,  Ohio,  and  then 
liccamc    attached    to    Marietta    College,    where 


he  has  continued  for  twenty-si.K  years,  first 
as  prinicpal  of  the  Academy,  and  latterly  as 
Putnam  Professor  of  History  and  Political 
Science.  Professor  Andrews  has  been  presi- 
dent of  the  State  Board  of  Examiners,  also 
president  of  the  Ohio  State  Superintendents' 
Association,  and  holds  membership  in  the 
Grand  Army  of  the  Republic  and  the  Masonic 
fraternity.  He  is  also  a  member  of  the  P'irst 
Congregational  Church  of  Marietta,  one  of 
the  oldest  in  the  State,  which  was  organized 
in  1T9().  Their  church  l)uilding  begun  in  1806 
was  destroyed  by  fire  early  on  the  morn  of 
February  13,  1905. 

Professor  Andrews  has  been  twice  mar- 
ried, first  to  Miss  Amanda  Laughlin,  of  Mc- 
Connelsville, and  latterly  to  >liss  Susan  K. 
Hook,  and  he  had  by  the  former  marriage  a 
daughter,  who  is  now  Professor  of  German  at 
Lake  Erie  College,  and  who  also  was  a  teacher 
in  the  Philippines  with  her  husband,  until  his 
death  in   lOO.-?.  - 


509 


WILLIAM    M.   WHITE 


In  February,  l!H>o,  the  above  named  gen- 
tleman retired  to  the  repose  of  private  life 
after  a  half  century  of  active  work  as  a  pub- 
lic educator.  He  is  one  of  the  oldest  veteran 
school  teachers  that  Ohio  is  proud  to  call  her 
own,  and  to  whom  the  laurel  wreath  of  praise 
is  fully  given,  whose  honors  have  been  justly 
earned,  and  whose  labors  for  the  public  weal 
have  been  of  portentious  meaning.  While 
ever  unobtrusive  in  his  methods,  he  worked 
upon  conservative,  yet  progressive  lines  that 
gained  the  most  productive  results,  turning 
out  the  material  that  made  moral  citizens,  and 
the  amount  of  good  accomplished  by  him  is 
beyond  computation. 

WiLU.\M  M.  White  is  a  Buckeye  by  birth, 
the  oiTspring  of  early  pioneers.  He  was  born 
February  21,  1830,  in  Warren  township,  Jef- 
ferson county,  Ohio,  his  parents  being  John 
White,  a  tanner,  and  Lydia  (Phipps)  White, 
sturdy,  upright  examples  of  the  early  settlers. 
He  obtained  his  early  education  in  the  com- 
mon school  at  Smithfield,  Ohio,  and  later 
took  a  course  at  the  McNeely  Normal  school, 
from  which  he  was  graduated  in  1856.  Prior 
to  this  in  1854  he  began  the  professional  ca- 
reer in  the  public  service  that  was  destined  to 
extend  over  so  lengthy  a  period.  His  first 
school  was  in  the  Kearney  district,  Smithfield 


township,  Jefferson  county,  Ohio,  and  after- 
ward he  taught  in  other  district  schools  near 
Smithfield.  He  then  returned  to  Smithfield 
and  later  went  to  Iowa  to  accept  a  charge 
there.  Returning  to  his  home  State  he  ac- 
cepted a  call  from  Mount  Pleasant  and  con- 
tinued there  for  thirty-three  years,  about  a 
third  of  a  century.  Under  his  leadership  the 
schools  there  were  developed  from  medioc- 
rity to  a  .state  of  the  highest  excellence  and 
efficiency,  and  it  was  with  deep  regret  that, 
after  having  rounded  out  his  fifty  years  of 
service  as  a  teacher,  the  citizens  of  that  town 
accepted  his  resignation  in  February,  of  the 
present  year. 

Mr.  White  was  ever  a  staunch  upholder 
of  the  temperance  cause,  and  exemplified  his 
belief  by  his  personal  habits  his  entire  life. 
He  was  formerly  a  member  of  the  Cadets  of 
Temperance,  the  Sons  of  Temperance  and  the 
Temple  of  Honor.  He  holds  membership  in 
the  Jefferson  County  Teachers'  Association 
and  the   National  Educational  Association. 

In  August  1873,  he  was  married  to  Miss 
Julia  VV.  Ricks,  and  their  felicitous  union  has 
resulted  in  the  birth  of  two  sons,  now  promis- 
ing young  men,  the  eldest  of  whom  is  now  in 
his  third  year  at  West  Jefferson  College, 
while  the  youngest  is  a  pupil  in  the  public 
schools  of  \rount  Pleasant. 


510 


ABRAM   BROWN 


Instructor  of  the  Departinent  of  Languages  at 
the  East  High  School,  Cohimbus,  Ohio,  is  a 
New  Englander  by  birth,  having  been  born  in 
New  Hampshire  in  1838.  He  was  raised  on 
the  farm  owned  by  his  parents,  George  and 
Sarah  Brown,  and  obtained  his  lirst  education 
in  the  district  schools.  Later  he  attended 
Tilton  Seminary  of  Tilton,  preparing  for  a  col- 
lege course,  but  left  in  August,  1862,  to  enter 
the  Union  Army.  He  enlisted  in  the  Ninth 
New  Hampshire  Volunteer  Infantry  and  par- 
ticipated in  the  battles  of  South  Mountain, 
Antietam  and  Fredericksburg.  He  was  se- 
verely wounded  in  the  latter  engage- 
ment, and  received  an  honorable  discharge 
in  March,  1803.  Upon  his  recovering  he  en- 
tered Dartmouth  College,  from  which  he  was 
successfully  graduated  in  186".  Mr.  Brown 
first  taught  school  at  Westfield  Academy, 
New    York,    for   two    terms,  and    from   there 


went  to  Columbus,  Ohio,  in  ^larch  1808.  There 
he  officiated  as  principal  of  the  ^Middle  School 
Building,  corner  Rich  and  Third  streets,  for 
one  term,  when  he  was  appointed  assistant 
teacher  of  the  Central  High  School,  serving 
in  that  capacity  for  two  years.  He  was  then 
elected  principal  of  this  school  for  two  years, 
when  he  resigned  to  enter  the  book  trade, 
conducting  business  in  this  line  in  both  Chi- 
cago and  Boston.  In  1881  he  returned  to  Co- 
lumbus as  principal  of  the  Central  High 
School  and  held  that  position  for  eighteen 
years.  Upon  resigning  he  opened  a  private 
school,  which  he  conducted  for  two  years,  re- 
linquishing it  to  accept  his  present  incumbency 
in  the  East  High  School.  Mr.  Brown  was 
married  to  Miss  Emma  Gray,  of  Columbus, 
and  they  have  a  daughter  as  a  result  of  their 
happy  union. 


511 


STATE     LIBRARIAN    CHARLES    BURLEIGH    GALBREATH 


Charles  Burleigh  Galiikeath  was  born 
in  Fairfield  township,  Columbiana  County, 
February  25,  1858.  His  early  life  was  spent 
on  the  farm.  At  the  age  of  seventeen  he  be- 
gan teaching  in  the  rural  schools.  In  June 
of  187!)  he  completed  a  course  in  the  Lisbon 
High  School  and  in  September  of  the  same 
year  entered  Mt.  Union  College,  from  which 
he  was  graduated  in  188:1  Four  years  later  this 
institution  conferred  upon  him  the  degree  of 
A.  M,  He  was  superintendent  of  the  Wilmot. 
Ohio  schools,  1883-1885,  when  he  resigned  to 
accept  the  superintendency  of  the  East  Pales- 
tine, Ohio,  schools,  where  he  remained  eight 
years.  Although  unanimously  re-elected  for 
two  years  more,  he  resigned  to  accept  a  posi- 
tion in  Mt.  Hope  College,  and  was  later  pro- 
moted to  the  presidency  of  that  institution. 
While  in  East  Palestine  he  was  for  two  vears 
editor  of  The  Reveille,  now  The  Reveille  Eeho. 
While  teaching  he  frequently  did  institute 
work.  He  was  school  examiner  of  Columbi- 
ana county,  1885-180,3.  He  holds  a  life  cer- 
tificate  from    the    State   Board   of   Examiners. 

In  1896  he  was  elected  State  Librarian  by 
the  library  commission  created  by  the  seventy- 
second  general  assembly.  Since  entering  upon 
the  duties  of  his  present  position,  a  number  of 
changes  have  been  inaugurated  in  the  manage- 
ment of  the  State  Library.  It  is  now  open  on 
equal  terms  to  all  citizens  of  the  State.  .\  sys- 
tem  of  traveling  libraries   has  been  organized 


and  these  collections  of  books  have  been  sent 
to  patronizing  communities  in  every  county  of 
Ohio.  Among  all  the  states  of  the  Union, 
Ohio  leads  in  the  number  of  traveling  libraries 
issued.  Within  the  period  of  his  administra- 
tion the  number  of  volumes  in  the  State  Li- 
brary has  more  than  doubled.  He  is  a  mem- 
ber of  the  Ohio  Library  Association,  the 
American  Library  Association  and  the  Na- 
tional Association  of  State  Librarians.  Of  the 
last  named  organization  he  was  president  in 
li)00. 

Under  the  direction  of  Col.  Ethan  Allen, 
of  New  York,  Mr.  Galbreath,  in  18!)7  or-  ■ 
ganized  the  Columbus  Branch  of  the  Cuban 
League  of  America,  of  which  he  was  secre- 
tary. This  League,  which  was  organized  for 
the  purpose  of  aiding  the  Cubans,  had  two 
thousand  members  in  Columbus  and  was 
active  in  the  advocacy  of  armed  intervention 
just  before  the  Si)anish-.-\nierican   War. 

Mr.  Galbreath  is  author  of  the  followi 
books  and  monographs :  "Sketches  of  Oliio 
Libraries;"  "F'irst  Newspaper  in  Ohio:"  "Dan- 
iel Decatur  Emmett,  author  of  Dixie": 
"Samuel  Lewis,  Ohio's  Militant  Educator  and 
Reformer :"  ".Alexander  Coffman  Ross,  au- 
thor of  Ti/ypeeaiioe  and  Tyler  too:"  "Benja- 
min Russel  Hanby.  autlior  of  Darling  .Vc//y 
Gray."  He  has  written  other  sketches  and 
has  contributed  to  library  and  educational 
iournals. 


512 


JOHN    W.   ZELLER 


SuPT.  Zeli.er  first  saw  the  light  in  that 
section  of  Northwestern  Ohio  known  as  the 
"Black  Swamp"  region.  His  father  and 
mother  came  from  VVurtemburg,  Germany, 
and  became  pioneers  in  the  settlement  of 
Hancock  Connty.  Reared  on  the  farm  in  a 
ronnd  log  cabin,  he  received  the  meager 
schooling  that  these  pioneer  days  afforded, 
and  began  teaching  in  the  rural  schools  at 
the  age  of  seventeen  years. 

PUBLIC    SCOOr,    CAREER. 

Five  winters  as  teacher  in  these  schools, 
graduation  from  a  normal  school  and  from  a 
college,  three  years  as  teacher  in  village  and 
town  high  schools  and  superintendent :  his 
superintendency  of  the  Findlay  public  schools 
for  twenty-five  years,  including  the  supervis- 
ion for  years  of  the  rural  schools  of  Findlay 
township  —  this  in  brief  tells  the  story  of 
his  public  school  work. 

A    CLOSE    AND    HARD    STUDENT. 

During  all  these  years  Prof.  Zeller  has 
be?n  a  close  and  hard  student  of  the  science 
and  art  of  education  and  of  the  great  educa- 
tional problems  of  the  day.  He  has  also  been 
a  close  student  of  subjects  related  to  the 
science  of  education  —  political  science  and 
the  science  of  jurisprudence  —  and  completed 


a  course  in  the  former  twelve  years  ago  for 
which  work  a  doctor's  degree  was  conferred 
on  him,  and  the  latter  subject  he  completed 
eight  years  ago,  and  after  a  rigid  examination 
was  admitted  to  the  bar.  These  subjects  were 
pursued  not  with  a  view  of  leaving  school 
work,  but  rather  for  the  mental  discipline  and 
breadth  of  thought  afforded. 

CLOSELY     ALLIED     WITH     EDUC.\TI0NAL     PROGRESS. 

Nowhere  in  the  state  has  educational 
growth  and  improvement  been  greater  during 
the  last  two  decades  than  in  Northwestern 
Ohio.  Mr.  Zeller  has  not  only  been  closely 
allied  to  and  identified  with  all  the  educational 
agencies  and  movements  in  this  section,  but 
of  the  entire  state.  In  recognition  of  his  high 
service,  he  has  been  honored  with  many  posi- 
tions of  trust  in  his  chosen  profession.  He 
was  one  of  the  original  organizers  of  the 
Northwestern  Ohio  Teachers'  Association,  an 
organization  which  numbers  more  than  1,000" 
active  members,  and  is  one  of  the  most  vital 
and  effective  educational  agencies  in  the  state. 
He  has  been  present  at  and  participated  in 
every  meeting  since  its  organization  thirty 
years  ago ;  he  has  frequently  served  on  the 
executive  committee,  has  been  twice  honored 
with  the  presidency,  and  declined  to  accept 
this   honor   a   thjrd   time   when    tendered   him 


513 


at  its  recent  session  in  this  city.  He  has 
served  as  a  member  of  the  executive  commit- 
tee of  the  Ohio  State  Teachers'  Association, 
was  a  member  of  the  legislative  committee  of 
the  same  association  for  eight  years  and  four 
years  ago  was  honored  with  the  presidency 
of  the  Superintendents'  Department  of  the 
State  Association. 

INSTITUTE   INSTRUCTOR    AND   RELATION   TO   RURAL 
SCHOOLS. 

As  institute  instructor  he  has  served  two 
terms  in  half  of  the  counties  of  the  state, 
and  at  these  meetings'many  ot  his  co-instruc- 
tors have  been  among  the  leading  educators 
of  the  country.  Mr.  Zeller  has  been  very 
fortunate  in  his  associations  with  great  edu- 
cators, having  been  closely  associated  with 
such  distinguished  men  as  Drs.  Schaeffer, 
state  superintendent  of  Pennsylvania,  White, 
Hinsdale,  Harvey,  Hancock.  Lehr  and  many 
others  of  equal  renown. 

Supt.  Zeller  also  served  two  terms  on  a 
board  of  examiners,  holds  a  state  life  certifi- 
cate granted  in  1881  after  passmg  a  rigid 
examination  in  nineteen  branches. 

His  advice  has  been  frequently  sought  by 
younger  men  of  the  profession  and  freely 
given  on  educational  subjects,  courses  ot 
study,  school  organization  and  administration. 
He  has  been  an  inspiration  to  many  a  younger 
teacher  in  Northwestern  Ohio  and  will  leave 
his  educational  impress  on  the  schools  in  this 
section   of  the   state. 

It  has  been  the  habit  of  his  life  to  attend 
all  the  county  quarterly  institutes  and  by  these 
and  other  means,  he  has  kept  in  close  touch 
with  the  work  and  needs  of  the  county 
schools. 

WORK     IN    THE    FIN3LAY     SCHOOLS. 

No  comments  need  be  made  on  his  efficient 
service  in  behalf  of  Findlay's  schools.  When 
he  was  chosen  superintendent  of  these  schools 
twenty-five  years  ago.  there  were  two  and  a 
half  school  buildings,  a  corps  of  sixteen 
teachers,  and  900  pupils.  No  city  of  this 
class  in  the  state  grew  by  such  leaps  and 
bounds,  requiring  the  erection  of  so  many 
school  buildings,  and  the  consequent  expendi- 
ture of  so  mucli  money.  In  four  years  Find- 
lav  leaped  from  a  population  of  4,500  to  more 
than  18.000.  with  an  enrollment  of  3.600.  which 
necessitated  fourteen  school  buildings  and  a 
corps  of  eighty-three  teachers.  This  rapid 
growth  demanding  a  large  expenditure  of 
money  has  necessitated  the  practice  of  a  most 
rigid  economy  in  the  administration  of  the 
city  schools.  These  facts  have  made  their 
administration  an  extraordinary  task,  and  j'et 
despite  this  unavoidable,  unfavorable  circum- 
stance Findlay  city  schools  rank  with  the  best 


in  the  state.  During  all  these  years  Supt. 
Zeller  has  been  fortunate  in  securing  an  able 
corps  of  teachers,  and  being  a  hard  and  etTec- 
tive  worker,  he  has  inspired  his  teachers  to 
do  hard  and  effective  work. 

EMINENTLY    QUALIFIED. 

This  brief  sketch  indicates  that  his  edu- 
cational career  has  brought  him  in  touch  with 
every  phase  of  public  school  work,  and  that 
he  is  both  by  education  and  experience  emin- 
ently qualified  to  render  valuable  service  in 
the  profession  chosen   as  his  life  work. 


R.    L.    FRAZIER 

In  his  position  as  superintendent  of  schools 
at  Gnadenhutten,  Mr.  Frazier  has  ample  op- 
portunities for  the  exercise  of  those  masterly 
qualities  with  which  nature  and  thorough 
training  have  so  generously  equipped  him.  and 
that  he  is  taking  full  advantage  of  those  op- 
portunities is  being  satisfactorily  demonstrated 
in  the  admirable  condition  in  which  his  schools 
are  to  be  found. 

R.  L.  Frazier  was  born  in  Wheeling.  West 
Virginia.  February  1."),  1878.  His  parents,  J. 
W.  and  Louisa  (Bryan)  Frazier.  father  na- 
tive of  West  Virginia,  mother  of  Pennsyl- 
vania, are  living  at  Steubenville,  Ohio,  Our 
subject  first  went  to  school  when  six  years  old, 
at  Fdgington,  We.st  Virginia,  continuing  up  to 
his  tenth  year,  when  he  moved  to  Gnaden- 
hutten, Ohio,  and  went  to  the  schools  there  for 
six  years  more,  graduating  from  the  high 
school  in  the  class  of  1896.  He  attended  the 
normal  school  at  Ada  in  1898,  also  in  1!)03. 
and  took  a  year's  scientific  course  (1900-1)  at 
the  Ohio  State  University. 

In  1896  Mr.  Frazier  taught  his  initial 
school,  this  being  the  Crossroads  rural  in  Tus- 
carawas county,  and  in  the  year  following  he 
moved  to  Gnadenhutten  as  teacher  of  "B" 
grammar  .school.  He  remained  in  charge  of 
this  grade  two  years,  and  then  taught  "A" 
grammar  school  five  years,  when,  in  1904.  be 
was  promoted  to  the  superintendency.  a  well 
earned  and  fully  deserved  honor.  There -are 
four  capable  assistant  teachers,  and  the  num- 
ber of  pupils  in  attendance  averages  16."). 

Mr.  Frazier  holds  a  five  years'  professional 
certificate,  and  is  a  member  of  and  takes  great 
interest  in  the  Ohio  Teachers'  Reading  Circle, 
the  Tuscarawas  County  Teachers'  Institute, 
the  Eastern  Ohio  Teachers'  Association  and 
the  Ohio  Teachers'  Federation.  In  1902  he 
was  united  to  Miss  Esther  Eggenberg.  of 
Gnadenhutten,  an  amiable  lady  of  excellent 
attainments,  and  they  have  a  girl  baby  to  en- 
liven  their   hearthstone. 


514 


N.   H.   CHANEY 


The  subject  of  this  sketch  is  a  native  of 
Highland  County,  Ohio,  and  was  born  March 
4,  1850.  He  is  the  third  of  a  family  of  six 
children,  whose  parents  were  John  A.  and 
Mary  C.  Chancy.  The  family  is  of  Scotch 
Irish  lineage,  and  the  sturdy  traits  of  char- 
acter of  both  these  races  characterize  the  life, 
conduct  and  business  affairs  of  this  well- 
known  educator. 

Dr.  Chanev  is  now  the  efficient  Superin- 
tendent of  the  Youngstown  City  Schools.  He 
began  his  professional  career  in  the  common 
schools  of  Highland  County,  where  he  is 
still  remembered  as  one  of  the  most  success- 
ful teachers  the  county  ever  had.  While  yet 
a  student  in  the  home  school,  which  stood 
on  his  father's  farm,  he  was  so  apt  and 
efficient  in  learning  that  his  teachers  fre- 
quently used  him  to  hear  classes  and  to  teach 
in  their  absence.  This  early  work  has  always 
been  regarded  liy  him  as  a  baptism  into  his 
life  work. 

At  the  age  of  twenty  he  entered  Wilming- 
ton College,  taking  Sophomore  rank  by  special 
examination,  and  graduating  therefrom  in 
1880.    receiving    the    degree    of    Bachelor    of 


Arts.  He  re-enrolled  at  once  for  the  degree 
of  Master  of  Arts,  choosing  German  for 
special  study,  and  after  four  years  of  hard 
work  passed  the  required  examinations  and 
secured  the  coveted  honor.  Later  he  entered 
upon  an  extensive  studv  of  English  Litera- 
ture and  speculative  philosopiiy  as  a  post- 
graduate student  at  the  Ohio  Wesleyan  Uni- 
versity, which  conferred  upon  him  in  180'i  the 
Master's  degree  for  the  work  done  in  litera- 
ture, and  the  Doctorate  of  Philosophy  in  1893 
for  the  work  in  philosophy.  His  examina- 
tions and  theses  are  said  to  have  been  of 
superior  excellence.  After  a  year's  rest  he 
entered  the  University  of  Chicago  where  he 
spent  several  consecutive  summers  re-enforc- 
ing his  previous  study  of  literature,  ethics 
and  philosophy. 

Dr.  Chaney  is  a  ready  and  thoughtful 
speaker  and  inspires  all  who  hear  him  with 
his  own  zeal  and  enthusiasm  for  all  that  is 
best  in  life  and  labor.  As  an  educator  he 
is  a  strong  organizer  and  controller  of  edu- 
cational forces.  He  enjoys  an  enviable  repu- 
tation for  the  successes  he  has  achieved  in 
several    different    schools    of   the    State.      He 


515 


has  a  State  Life  Certificate,  and  is  president 
of  the  Ohio  State  Teachers'  Association 
which  holds  its  meetings  annually  at  Put-in- 
Bay.  He  is  also  a  member  of  the  National 
Educational  Association,  the  Northeastern 
Ohio  Teachers'  Association,  the  Independent 
Order  of  Odd  Fellows  and  a  Thirty-second 
Degree  Mason.  He  was  married  in  I8811  to 
Miss  Anna  R.  Roiish,  of  Sabina.  Ohio,  and 
has  a  family  of  three  engaging  daughters. 
His  school  motto  is  "First  a  man  then  a 
scholar,"  and  he  insists  that  public  education 
should  take  care  of  right  living  as  well  as 
right    thinking. 


J.  E.  FROENDHOFF 

In  Dayton,  as  elsewhere,  there  are  a  inmi- 
ber  of  citizens  who,  althougli  engaged  in  other 
occupations,  are  still  public-spirited  and  in- 
terested enough  to  give  a  portion  of  their 
time  to  the  cause  of  education,  and  among 
such  is  Dr.  J.  E.  Froendhoff,  who  for  the 
past  seven  years  has  been  a  valued  member 
of  the  Board  of  Education.  This  gentleman 
is  "native  to  the  manor  born,"  his  birth- 
place being  Dayton,  where  he  first  saw  light 
on  August  14,  1805.  He  was  the  only  off- 
spring of  his  parents  Louise  and  .Anthony 
FroendhoflF,  the  latter  a  well-known  whole- 
sale liquor  merchant  of  this  city,  and  a  most 
estimable  citizen.  Dr.  Froendhoff's  first  edu- 
cational training  was  obtained  in  the  Eman- 
uel Parochial  School,  this  city,  followed  by 
a  course  at  St.  Mary's  Institute,  on  leaving 
which  he  entered  the  Ohio  Dental  College  at 
Cincinnati,  from  which  institution  he  success- 
fully graduated  in  1895.  Returning  to  Day- 
ton the  same  year  he  opened  dental  parlors  at 
No.  228  South  Main  Street,  meeting  with 
good  success,  and  later  he  removed  to  his 
present  address.  No.  421  South  Main  Street. 
In  1897  Dr.  Froendhoflf  was  elected  a  mem- 
ber of  the  Board  of  Education,  which  office 
he  has  so  acceptably  filled  that  he  has  since 
been  repeatedly  elected  to  succeed  himself. 

Dr.  Froendhoff  is  also  one  of  Dayton's 
most  prominent  musicians,  possesses  a  phe- 
nomenally fine  voice,  and  is  recognized  as  the 
leading  tenor  in  the  city.  He  sings  first  tenor 
in  Emanuel  church  and  his  execution  has  de- 
lighted thousands.  He  holds  membershin  in 
the  Harmonia  Singing  and  Dramatic  Society, 
the  Cosmopolitian  Quartette,  and  also  in  the 
Elks  and  Order  of  Eagles. 


EDWARD    P,   CHILDS 

This  gentleman  has  liad  a  very  varied  and 
extended  experience  in  the  educational  world, 
and  the  many  years  so  actively  passed  in  his 
profession  have  eminently  fitted  him  for  the 
duties  of  the  responsible  position  of  which 
he  is  the  present  incumbent  —  that  of  Prin- 
cipal of  the  High  School  of  Newark,  Ohio. 

Mr.  Child.s  was  born  in  Jonesville,  Michi- 


gan, being  one  of  a  family  of  nine  children, 
of  whom  five  are  now  living,  and  his  father, 
the  Rev.  Edward  Childs,  was  a  well  known 
minister  of  his  time.  His  first  education  was 
received  in  the  public  schools  of  Jonesville, 
from  whence  he  entered  the  High  School  at 
.•\nn  Arbor,  Michigan,  graduating  from  which 
a  college  course  was  taken  at  Dennison  Uni- 
versity, Dennison,  Ohio.  A  further  course 
was  taken  at  Ann  Arlior,  when  Mr.  Childs 
returned  to  Dennison  University  and  gradu- 
ated therefrom  with  honors.  In  1891  he  re- 
ceived a  call  from  Fa-go,  Dakota,  and,  going 
there,  was  for  two  and  a  half  years  a  tutor 
in  the  Fargo  College.  Returning  to  Ohio  he 
taught  in  Dennison  University  two  years,  and 
then  went  West  again,  where,  for  three  years, 
he  was  a  teacher  in  the  High  School  at  Pueblo, 
Colorado.  Thence  Mr.  Childs  sojourned  to 
."Mbuquerque,  New  Mexico,  where,  for  three 
years,  he  officiated  as  Dean  of  the  university 
there.  He  then  returned  to  Newark,  where, 
for  the  past  four  years,  he  has  been  the 
efficient  and  capable  Principal  of  the  High 
Schools. 

Mr.  Childs  is  a  member  of  the  Ma.sonic 
Order,  the  College  Fraternity,  and  the  Na- 
tional Educational,  Central  Ohio  Teachers', 
and  the  Central  Ohio  Schoolmasters'  Asso- 
ciations, and  his  reputation  and  standing  in 
the  conmiunity  are  of  the  highest. 


C.  J.  O'DONNELL 

Principal  of  the  Jackson  School,  Cincinnati, 
has  been  engaged  in  educational  work  for  up- 
ward of  a  third  of  a  century,  and  is  most 
favorably  known  to  his  colleagues  and  the 
public.  He  was  born  in  New  York  City  in 
1845,  his  parents  being  Charles  and  Eunice 
O'Donnell.  His  father  was  born  in  Ireland, 
and  went  from  the  "Emerald  Isle"  to  New 
York  in  1830,  engaging  in  the  grocery  trade 
there.  After  attending  the  public  schools  of 
Brooklyn,  New  York,  our  subject  entered  St. 
John's  College,  Fordham,  New  York,  and  was 
graduated  in  1860,  with  the  degree  of-  Bach- 
elor of  .■\rts.  Later  he  studied  law  in  Brook- 
lyn and  was  admitted  a  member  of  the  Bar 
there  in  1809.  In  1870  he  came  West,  and 
located  in  Cincinnati,  where  he  has  since  con- 
tinued to  reside.  His  first  experience  as  a 
teacher  was  in  the  second  intermediate  school, 
his  services  there  covering  three  years.  He 
was  for  twelve  years  principal  of  the  Fifth 
District  School,  and  for  the  past  fifteen  years 
he  has  been  principal  of  the  Jackson  Build- 
ing, which  is  now  one  of  the  best  conditioned 
schools  in  the  city. 

Mr.  O'Donnell  is  a  member  of  the  Ohio 
State  Teachers'  Reading  Circle,  and  the  local 
educational  .■\ssociations.  and  a  worshipper  in 
the  Catholic  Church.  .After  the  death  of  his 
first  wife.  Miss  Marv  .Applegate,  he  was  mar- 
ried to  Miss  Ella  Hanan,  and  they  have  five 
children  —  four  sons  and  a  daughter. 


516 


HOMER    B.   WILLIAMS 


State  Commissioner  of  Schools  Jones, 
gracefully  and  most  creditably  inaugurated 
his  regime  by  the  appointment  of  Homer  B. 
Wii.i.iAM.s  as  a  member  of  the  State  Board 
of  Examiners.  The  appointment  was  a  singu- 
larly felicitous  one.  the  recipient  thoroughly 
worthy  of  the  honor.  As  a  scholar,  as  a 
teacher,  as  a  man  who  "does  things,"  Mr. 
Williams  has  made  his  mark  in  the  educa- 
tional history  of  Ohio,  and  it  is  without  flat- 
tery to  state  that  he  is  fully  entitled  to  all 
honors  that  may  he  extended   him. 

Homer  B.  Williams  is  a  Buckeye  by  birth, 
having  been  born  near  Mount  Ephraim.  Noble 
County,  Ohio,  October  I(i,  18(1."),  on  the  farm 
owned  by  his  father,  John  B.  Williams.  To 
secure  a  good  education,  to  aspire,  was  his 
natural  ambition,  and  his  desires  were,  in 
spite  of  obstacles,  finally  most  substantially 
accomplished.  After  attending  country  and 
village  schools  he  performed  preparatory 
work  in  the  summer  normal  schools  of  Sen- 
ecayille  and  Caldwell,  and  in  1885  he  entered 
Ohio  Northern  University.  His  college  work 
was  somewhat  irregular,  owing  to  the  fact 
that  it  was  necessary  for  him  to  teach  during 


the  winter  terms  in  order  to  earn  money  for 
his  expenses.  After  graduatmg  m  the  class- 
ical course  in  1801  he  taught  for  five  years 
in  country  and  village  schools,  and  then  came 
rapid  promotion.  He  was  successively  super- 
intendent at  Dunkirk,  Caldwell,  Kenton,  Cam- 
bridge and  Sandusky,  having  held  this  posi- 
tion at  the  latter  place  since  1808.  Each 
change  was  a  promotion  and  in  each  position 
he   acquitted   himself  with   credit. 

Mr.  Williams  holds  a  higU  srhool  life  cer- 
tificate, is  an  active  member  of  the  National 
Educational  Association,  and  chairman  of  the 
executive  committee  of  the  Ohio  State  Teach- 
ers' Association,  and  in  secret  organizations 
holds  membership  in  Perserverance  Lodge, 
No.  32!),  F.  &  A.  M.,  Sandusky  City  Chapter 
No.  72,  R.  A.  M.,  Sandu.sky  City  Council,  No. 
2(i,  R.  &  S.  M.,  and  Erie  Commandery,  No. 
28,  Knights  Templar.  He  is  a  memljer  of 
the  Methodist  Episcopal  Church. 

On  June  12,  180(1,  Mr.  Williams  was  mar- 
ried to  Miss  Cora  B.  Brewer,  of  Marion, 
Ohio,  and  they  have  a  family  of  three  lusty 
sons.  Of  the  appointment  of  Mr.  Williams 
as     State     E.xaminer     the     Ohio     Educational 


517 


Monthly,  among  other  things,  said:  "The: 
teachers  of  Ohio  are  to  be  congratulated  that 
such  a  man  has  been  chosen  for  this  import- 
ant position,  and  that  Commissioner  Jones  in 
this,  his  first  appointment,  has  set  a  standard 
that  augurs  so  well  for  the  schools  of  the 
State." 


MISS    LENA    M.    BANKHARDT 

The  above  named  lady  is  the  popular  prin- 
cinal  of  the  Fullerton  School  Building,  Cleve- 
land, Ohio,  and  has  ably  filled  that  position 
for  the  past  seven  years,  prior  to  which  she 
was  principal  of  the  Huck  Building  for  five 
years.  She  is  a  thorough  enthusiast  in  her 
profession  and  her  work  has  been  uniformly 
successful. 

Miss  Bankh.\rdt  is  a  native  of  Cleveland, 
daughter  of  John  M.  Bankhardt,  a  leading 
commission  merchant  of  that  city.  She  was 
educated  in  the  graded  schools  of  Cleveland, 
graduated  from  the  Central  High  School,  and 
also  took  a  course  at  the  Normal  School, 
graduating  in  1880.  Shortly  afterward  she 
entered  upon  her  career  as  teacher,  and  has 
taught  in  the  Walnut,  Warren,  Fowler,  Huck, 
and  Fullerton  schools. 

Miss  Bankhardt  is  a  member  of  the  Na- 
tional Educational  Association  and  the  Ohio 
State  Teachers'  ."Vssociation,  attends  the 
Woodland  Avenue  Presbvterian  Church,  and 
is  most  favorably  known  in  educational  circles. 


FANNIE    S.    GLENN 

The  leading  factor  in  the  advancement  of 
civilization  —  to  use  a  well-known  truism^ 
has  been  education,  and  the  best  educational 
system  is  to  be  found  in  .'\meriea.  Our  public 
schools  are  our  proud  boast,  and  throughout 
the  broad  land  none  better  are  to  be  found  than 
those  of  Ohio.  Columbus  is  particularly  well 
favored  in  this  respect,  the  school  svstem  be- 
ing perfection  itself.  Among  the  well-knov 
educators  of  the  city  is  !^Iiss  F.\nnie  S. 
Glenn,  the  accomplished  Principal  of  the 
Third  Street  School.  This  lady  is  a  native  of 
Columbus,  being  a  daughter  of  Charles  Scott 
Glenn,  the  noted  journalist,  who  for  years  con- 
ducted the  old  Columbus  Gazette,  long  since 
defunct.  She  attended  the  public  schools, 
passing  successively  through  the  various 
grades,  and,  in  1880,  graduated  from  the  Cen- 
tral High  School.  Two  years  later  (188-i) 
she  was  given  a  department  in  the  Sullivant 
School,  Rich  St.  School  and  Ohio  .Aveneue, 
and  continued  in  successful  service  there  up  to 
1!I02,  when  her  strong  merits  being  recognized 
by  the  Board  as  deserving  of  a  higher  held  for 
exercise,  she  was  appointed  Principal  of  the 
Third  Street  School,  and  this  position  she  still 
maintains  in  the  most  efficient  manner.  Miss 
Glenn  is  a  luember  of  the  Central  Ohio  Teach- 
ers' .'\ssociation.  Teachers'  Mutual  .Aid  .Asso- 
ciation, Teachers'  Reading  Circle  and  the 
Principals'  Association,  and  is  an  attendant  of 
the  First  Methodist  Church. 


ERNESTINE  SCHREYER 

This  lady  has  been  identified  with  the  pro- 
motion of  education  in  Columbus  the  past 
twenty-five  years,  and  has  done  much  to  en- 
hance its  status  in  the  capital  city.  Miss 
ScHHEVER  was  born  in  Columbus,  where  her 
father,  G.  Schreyer,  was  a  prominent  iijventor, 
patentee  and  manufacturer.  After  passing 
through  the  various  grades  of  the  public 
schools  and  graduating  from  the  Central  High 
School,  she  began  her  pedagogical  career  in 
187it  as  a  teacher  in  the  Fulton  Street  School, 
remaining  there  a  year,  when  a  transfer  was 
made  to  the  Mound  Street  School,  where  two 
years  were  passed,  and  the  succeeding  eight 
years  our  subject  taught  in  the  Park  Street 
School.  At  the  expiration  of  that  time  she  was 
promoted  to  the  First  Avenue  School,  and  is 
still  Principal  of  that  "hall  of  learning."  Miss 
Schreyer  has  taken  a  literary  course  under 
the  tuition  of  Profes.sor  Chalmers,  holds  mem- 
bership in  the  Principals'  Association,  is  an  at- 
tendant of  the  Universalist  Church,  and  she 
has  a  pleasant  home  at  No.  105  West  Goodale 
Street.  

MARY    CECELIA    LEMERT 

Long,  tedious  early  training,  extended 
initial  experience,  natural  proclivity,  good  ex- 
ecutive judgment,  personal  magnetism,  geni- 
ality, power  to  make  one's  influence  felt  and 
appreciated,  a  vast  fund  of  special  and  gen- 
eral knowledge,  together  with  an  unlimited 
store  of  patience  —  these  are  some  of  the 
qualifications  requisite  in  order  to  become  a 
public  school  teacher,  that  is,  one  of  the  suc- 
cessful kind.  These  numerous  qualifications, 
combined  with  a  winning  womanhood,  are 
possessed  in  signal  degree  by  Miss  Cecilia 
Lemert.  instructor  in  the  Frazeysburg  school 
and  one  of  the  most  popularly  known  teachers 
in  this  section  of  the  State.  Miss  Lemert  is 
an  enthusiast  in  her  work,  has  made  a  close 
study  of  child-mind  culture  and  development, 
and  is  enabled  to  bring  out  of  her  pupils  the 
best   results  attainable. 

Miss  Lemert  is  a  native  of  Frazeysburg, 
Ohio,  daughter  of  Millard  Clayton  Lemert  and 
Arie  Jane  Lemert,  who'  conducted  a  prosper- 
ous farm  near  that  city.  Her  earliest  educa- 
tion was  obtained  in  five  years'  attendance  at 
Mount  Zion  School,  Muskingum  County,  and 
in  189(5  she  went  to  Frazeysburg.  taking  a  four 
years'  course  in  the  school  there,  and  in  1899 
she  was  granted  a  first  teachers'  certificate. 
Miss  Lemert  taught  school  in  Coshocton 
County  and  at  Mount  Zion,  and,  on  leaving 
the  latter  went  to  Frazeysburg  where  she  has 
resided  and  continued  professional  work.  She 
is  in  charge  of  the  third  and  fourth  grades  of 
the  school  there,  having  under  her  care  some 
forty  pupils,  and  her  departments  are  main- 
tained at  a  plane  of  excellence  reflecting  much 
credit  upon  her  ability. 

Miss  Lemert  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Muskingum 
County  Teachers'  Institute  and  the  State 
Teachers'  A.ssociation,  and  is  most  favorably 
known  to  a  wide  circle  of  friends  and 
acquaintances. 


518 


ROBERT    E.    RAYMAN 


Superintendent  of  Schools  at  East  Liverpool, 
Ohio,  and  a  most  efficient  educator,  was  born 
on  a  farm  in  Pickaway  County,  Ohio,  his  par- 
ents being  Daniel  and  Adaline  Rayman.  On 
completing  his  public  school  studies  he  en- 
tered the  Ohio  Northern  University  at  Ada, 
and  after  his  graduation  there  took  a  course 
in  Otterbein  University,  Westerville,  and  from 
there  went  to  the  Northwestern  Ohio  Uni- 
versity, from  whence  he  was  graduated  in 
1884.  Mr.  Rayman  first  taught  school  in 
District  No.  5,  Madison  Township,  Fairfield 
County,  Ohio,  and,  following  that,  became  an 
instructor  in  the  high  school  at  Lithopolis, 
Ohio.     His  next  position  was  as  superintend- 


ent of  schools  at  Logan,  Ohio,  which  he  held 
for  nine  years,  or  until  he  was  elected  to  his 
present  incumbency  as  superintendent  at  East 
Liverpool,  and  under  his  rule  the  schools 
there  have  attained  a  high  degree  of  excel- 
lence. 

Mr.  Rayman  is  a  member  of  the  National 
Educational  .\ssociation,  the  Eastern  Ohio 
and  Ohio  State  Teachers'  Associations,  the 
Masonic  Order  and  Knights  of  Pythias.  On 
September  4,  1884,  he  was  married  to  Miss 
•Eva  Shaeffer,  and  they  have  two  particularly 
bright  daughters,  Rowena  Edna,  now  a  co-ed. 
at  Wooster  University,  and  Esther  Marie,  a 
junior  in  the  East  Liverpool  High  School. 


•519 


EDWARD    M.    VANCLEVE 


Edward  M.  Van  Cleve  was  born  in  the 
citv  of  Urtiana,  Champaign  County,  Ohio, 
February  7,  18(i7,  and  received  a  sound  public 
school  and  college  education.  His  father,  the 
Rev.  Lafayette  Van  Cleve.  D.  D.,  was  a  native 
of  Hamilton  County,  Ohio,  became  promin- 
ent in  his  profession,  was  widely  known  as  an 
officer  for  many  years  in  the  Masonic  grand 
todies  of  Ohio,  and  was  of  a  ripe  age  when, 
his  death  occurred  in  189'J.  He  was  for  44 
years  a  minister  of  the  Gospel  in  the  Metho- 
dist Episcopal  Church,  being  most  of  the  time 
a  member  of  the  Cincinnati  Conference.  His 
grandfather.  John  Van  Cleve.  a  native  of 
Peimsylvania,  came  to  Ohio  from  that  state 
early  in  the  nineteenth  century,  and  was  one 
•of  those  sturdy  pioneers  whose  labors  laid 
the  foundation  for  the  future  greatness  of  the 
State.  His  mother.  Mrs.  Sarah  E.  (Smith) 
Van  Cleve,  who  is  still  living,  was  born  in 
Maysville,  Kentucky,  where  her  family  was 
accounted  among  the  most  prominent  and  in- 
fluential. Our  subject  had  two  brothers  and 
a  sister ;  of  these  Charles  L.  Van  Cleve  is 
superintendent  of  schools  at  Mansfield.  Ohio ; 
the  elder  brother,  Dr.  John  S.  Van  Cleve,  of 
Cincinnati,  is  a  lecturer,  while  his  sister  is 
now  Mrs.  James  B.  Stears,  wife  of  the  editor 
of  the  Jessamine  Journal.  Nicholasville.  Ken- 
tucky. 


Edward  M.  attended  school  in  Wilming- 
ton. Clinton  County,  Madisonville.  Hamilton 
County.  Waynesville.  Warren  County,  and 
Hillsboro,  Highland  County,  attending  high 
school  at  the  latter  place,  from  which  he  grad- 
uated in  the  class  of  I881!.  He  then  took  a 
four  years'  classical  course  at  the  Ohio  Wes- 
leyaii  University,  graduating  in  the  class  of 
188(i,  and  later  had  conferred  upon  him  the 
degree  of  Master  of  Arts.  He  has  also  taken 
post-graduate  courses  at  this  university.  He 
holds  a  high  school  life  certificate,  dated  1891, 
having  taken  the  examinations  for  common 
school  and  high  school  certificate  at  the  same 
time.  He  has  served  terms  on  the  Board  of 
County  E.xaminers  of  Clark  County.  City 
Poard  of  Examiners  at  Barnesville,  and 
Greenville,  and  is  at  present  on  the  City 
Board  in  Steubenville. 

In  1887  Mr.  Van  Cleve  began  teaching  at 
Twin  Valley  College,  Germantown.  Ohio,  and 
was  instructor  of  ancient  languages  there  for 
two  years,  after  which  he  served  for  four 
years  as  superintendent  at  South  Charleston. 
Barnesville,  Belmont  County,  next  claimed  his 
services  as  superintendent  for  seven  years, 
and  then  for  four  years  he  was  superintend- 
ent at  Greenville,  Darke  County.  In  1903,  in 
response  to  a  unanimous  call,  he  went  to 
Steubenville   to   become   superintendent.      Un- 


520 


der  his  supervision  arc  sixty-five  teachers,  and 
the  ntiinbor  of  pupils  in  attendance  is  2,300. 
Superintendent  Van  Cleve  has  been  a  mem- 
ber of  the  Ohio  Teachers'  Reading  Circle 
since  1890,  is  a  memlier  of  the  executive  com- 
mittee of  the  Ohio  State  Teachers"  Associa- 
tion, and  a  member  of  the  Jefferson  County 
Institute,  the  National  Educational  Associa- 
tion, the  Eastern  Ohio  Teachers'  Association, 
the  Masonic  Order,  the  Phi  Kappa  Psi  fra- 
ternity (national)  and  the  Methodist  Episco- 
pal Church. 

In  189'J  Mr.  Van  Cleve  was  married  to 
Miss  Carrie  E.  Brown,  of  South  Charleston, 
Ohio,  and  they  have  one  child,  a  bright 
daughter. 

MISS    IDA    M.    DEIGHTON 

The  entire  life  of  this  lady  has  been  de- 
voted to  the  cause  of  popular  education;  her 
sole  controlling  thought  how  best  to  promote 
its  development,  and  to  this  end  her  tnergies 
and  intellectual  attainmL-nts  have  all  been 
directed  with  most  gratifying  results. 

Miss  Ida  M.  Deighton  is  a  native  of 
Clev,.dand,  Ohio,  and  her  father,  Thomas 
Deighton,  now  deceased,  was  formerly  a 
master  mechanic  in  the  Lake  Erie  Rolling 
Mill  of  that  city.  She  was  educated  in  Cleve- 
land's excellent  public  schools,  graduated  from 
the  West  High  School  in  188tj,  and  then  took 
a  course  in  the  Normal  School,  graduating  in 
1887.  Her  first  assignment  as  teacher  was  to 
the  Waverly  School,  where  she  remained  two 
years.  Then  came  six  and  a  half  years  in 
the  Gordon  Street  Building;,  and,  in  1890,  she 
was  promoted  to  the  principal.diip  of  the 
Willard  Street  School,  which  position  she  has 
since  continued  to  fill. 

Miss  Deighton  is  a  member  of  the  North- 
eastern Ohio  Teachers'  Association  and  of  the 
First  Congregational  Church.  In  school  teach- 
ing she  certainly  has  found  a  congenial  sphere 
for  the  exercise  of  her  talents,  and  her  labors 
in  the  public  service  have  been  productive  of 
an  incalculable  amount  of  good.  . 


HARRIET   E.    BANCROFT 

Miss  B.\NCR0FT  has  long  been  actively  iden- 
tified with  the  cause  of  education  in  Ohio,  and 
her  ability  is  universally  recognized.  She  was 
born  in  Franklin  county,  Ohio,  her  father  liav- 
ing  come  here  from  Licking  county,  Ohio,  in 
boyhood.  Attending  the  public  schools  of  Co- 
lumbus, she  graduated  from  the  Central  High 
School  in  1877,  and  began  her  career  as  a 
teacher  in  the  Second  .'Vvenue  School,  going 
from  there  to  the  Douglass  School  in  188(1,  re- 
taining this  position  eleven  years,  during  which 
time  she  was  appointed  Principal.  In  1891,  on 
the  opening  of  the  Fair  Avenue  School,  Miss 
Bancroft  became  its  Principal,  and  has  filled 
this  position  with  honor  ever  since.  Miss  Ban- 
croft resides  at  No.  159  North  ^lonroe  ./Av- 
enue, Columbus,  and  holds  membership  in  the 
State  .'\udubon  Society,  the  .American  Ornitho- 
logical Union  and  several  educational  associa- 
tions. 


MISS   ALICE    FASSIG 

This  lady  has  been  engaged  in  the  public 
school  service  for  upward  of  twenty  years  in 
Ohio's  capital  city,  and  is  most  favorably 
known  to  the  public  as  an  educator  of  sound 
ability  and  progressive  methods. 

Miss  Fassig  was  born  in  Columbus,  Ohio, 
in  18ti5,  her  parents  being  Eliza  Fassig,  de- 
ceased, and  Matthias  Fassig.  The  latter  is  one 
of  the  oldest,  best  known  citizens  and  business 
men  in  Columbus.  He  was  born  in  Germany, 
came  to  the  United  States  and  to  Columbus 
when  but  fourteen  years  of  age,  and  has  ever 
since  resided  there,  where  he  is  engaged  in 
business  as  a  shoe  merchant.  He  also  has  two 
brothers  there  engaged  in  the  same  line. 

Miss  Fassig  attended  the  public  schools  of 
Columbus,  and  graduated  from  the  High 
School  with  the  class  of  188'2.  She  then  took 
a  two  years'  course  in  the  Normal  School, 
graduating  therefrom  in  188-1,  and  underwent 
special  studies  at  the  Ohio  State  University 
for  a  year.  She  began  teaching  in  1884,  and 
taught  in  various  schools  in  Columbus  up  to 
December,  1904,  when  she  was  elected  to  her 
present  position,  that  of  Principal  of  the  Mich- 
igan Avenue  School.  This  is  a  new  school 
with  a  handsome  neiv  building,  equipped  with 
all  modern  improvements. 


MRS,    ADA     E,    LAIRD 

This  lady,  principal  of  the  Waverly  Build- 
ing, Cleveland,  is  a  veteran  exponent  of  the 
"art  pedagogical,"  and  has  a  credital)le  record 
for  strong  executive  ability  and  the  com- 
mendable character  of  her  nietliods.  She  has 
tried  to  induce  each  teacher  under  her  leader- 
ship to  gain  a  per.-onal  knowledge  of  each 
pupil,  especially  of  those  least  favored  by  en- 
vironment or  by  mental  endowment,  realiz- 
ing that  every  child  in  the  public  schools, 
native-born  or  foreign,  will,  if  living,  consti- 
tute one  of  the  body  politic  to  whom  will  be 
entrusted  the   welfare  of  this   great   Republic. 

Mrs.  .\da  E.  Laikd  was  born  at  Burton, 
Ohio,  daughter  of  Justin  Williams,  a  farmer, 
aijd  she  attended  country  schools  up  to  her 
fourteenth  year,  when  she  went  to  Painesville, 
Ohio,  and  studied  in  the  public  schools  of  that 
town.  later  taking  a  course  in  the  Lake  Erie 
Seminary,  Painesville:  from  which  she  was 
graduated  in  18()9.  The  first  position  as 
teacher,  secured  by  Mrs.  Laird,  was  in  a 
Painesville  district  school,  and  thence  she 
went  to  Geneva,  Ohio,  where  she  taught  for 
two  years  in  the  graded  schools.  Cleveland, 
Ohio,  has  been  her  field  of  labor  for  the  past 
thirty  years,  and  there  she  has  taught  but  in 
two  Ijuildings  —  the  Kentucky  and  the  Wav- 
erlv.  As  principal  of  the  latter  her  work  has 
been  of  the  most  satisfactory  character,  and 
has  been  fully  endorsed  by  all  interested. 
Mrs.  Laird  has  held  membership  in  the  Na- 
tional Educational  .•\ssociation  for  the  past 
fifteen  years.  Slie  is  also  a  member  of  the 
Northeastern  Ohio  Teachers'  Association  and 
a  worshiper  in  the  First  Congregational 
Church. 


521 


PROF.    ARTHUR     POWELL 


Professor  Powell,  the  talented  Superin- 
tendent of  the  Schools  at  Middletown,  Ohio, 
is  a  broad-minded,  progressive  educator,  pos- 
sessing reniarkalile  executive  ability,  sound 
judgment,  ripe  scholarship,  and  a  sterling  per- 
sonality that  never  fails  to  impress  those  with 
whom  he  conies  in  contact.  As  a  teacher  he 
has  been  one  of  Ohio's  most  successful  edu- 
cators, ruling  his  schools  with  a  wise,  firm, 
yet  gentle  hand,  ever  securing  excellent  dis- 
cipline without  harshness,  his  natural  dignity 
inspiring  respect  in  the  minds  of  pupils,  and 
at  the  same  time  obtaining  their  confidence 
and  esteem.  A  member  of  numerous  educa- 
tional associations  his  ability  as  a  speaker  is 
well  known  and  he  has  often  been  called 
upon  to  address  these  organizations  to  the 
great  delectation  of  his  hearers.  As  a  writer 
Professor  Powell  has  contributed  much  valu- 
able literature  to  the  cause  of  education. 
.Among  the  specially  noteworthy  of  these  pub- 
lications was  a  paper  on  "The  Limitations  of 
the  School  Curriculum,"  a  paper  read  before 
the  Ohio  State  Teachers'  Association  at  Put- 
in-Bay, July,  1900,  when  he  was  superintend- 
ent of  schools  at  Marion,  Ohio,  and  "Some 
Problems    in    Education,"    his    inaugural    ad- 


dress as  president  of  the  O.  S.  T.  Association, 
at  Put-in-Bay,  June  30,  1903,  when  he  was  sup- 
erintendent at  Middletown,  the  position  still 
occupied  by  him.  Both  papers  were  replete 
with  valuable  information  and  practical  ideas, 
and  made  a  deep  impression  upon  his  hearers. 
.Arthur  Powell  was  born  on  his  father's  farm, 
near  Sharon.  Noble  County,  Ohio,  October 
22,  1853.  His  father,  Andrew  Powell,  now 
living  at  Worthington,  this  State,  is  also  a 
native  of  Ohio,  and  is  of  Scotch  descent, 
ancestors  of  the  family  having  emigrated  to 
.America  and  settled  in  Virginia,  vvhere  they 
afterward  became  prominent.  His  grand- 
father. Samuel  Powell,  was  a  minister  in  the 
United  Brethren  Church,  and  died  in  the  pul- 
pit, while  officiating  in  his  duties.  The  mother 
of  our  subject,  whose  maiden  name  was 
Martha  Lyons,  was  born  in  Ohio. 

Professor  Powell  was  reared  on  a  farm, 
and  up  to  the  age  of  sixteen  received  but  a 
district  school  education.  Being  ambitious  for 
something  better,  however,  he  entered  the 
Ohio  Central  Normal  School  at  Worthington, 
taking  a  preparatory  course.  From  eighteen 
until  twenty-two  he  taught  school,  and,  at  the 
latter  age,  having   saved   sufficient   funds,   en- 


522 


tcred  Oberlin  College.  In  I8811  he  graduated 
with  the  degree  of  A.  B.,  having  completed 
the  five-year  course  in  four  years.  He  gradu- 
ated at  the  head  of  his  class,  and  was  also 
one  of  the  students  chosen  for  the  orator- 
ical contest,  in  which  he  made  a  marked  im- 
pression. His  first  professional  charge  on 
leaving  college  was  the  schools  at  St.  Paris, 
Ohio,  and  on  leaving  there  he  served  for  six 
years  as  principal  of  the  schools  at  Wads- 
worth,  Ohio,  in  which  he  achieved  deserved 
distinction. 

He  next  became  principal  of  the  Barnes- 
ville  schools,  and  thence  went  to  Marion, 
Ohio,  to  assume  a  similar  position  there, 
where  he  won  an  enviable  reputation  and  in- 
stituted many  innovations,  among  them  being 
the  introduction  of  the  teaching  of  vocal 
music  and  the  revision  of  the  high  school 
cour.se,  raising  the  standard  of  instruction  so 
much  that  pupils  have  since  been  admitted  to 
any  college  in  the  State  on  presentation  of  a 
certificate  from  the  Marion  hi^h  school. 
Through  his  indefatigable  efforts,  also.  Pro- 
fessor Powell  secured  the  erection  of  a  new 
high  school  building  at  Marion,  one  of  the 
finest  in  the  State.  He  served  for  eleven 
years  as  superintendent  at  Marion,  then  for 
two  years  filled  a  similar  post  in  Steubenville, 
Ohio,  where  he  accomplished  a  vast  amount 
of  good,  and  for  the  past  two  years  he  has 
been  superintendent  at  Middletown,  Ohio. 
Here,  under  his  supervision,  the  status  and 
efficiency  of  the  schools  have  been  greatly 
elevated,  and  he  commands  the  confidence  and 
esteem  of  the  entire  community.  Professor 
Powell  is  president  of  the  State  Board  of 
Examiners,  ex-president  of  the  Northwestern 
Ohio  Teachers'  .'\ssociation,  and  is  particu- 
larly interested  in  teachers'  institutes,  in 
which  for  many  years  he  has  taken  a  leading 
part,  attending  them  in  different  parts  of  the 
State,  and  organizing  and  holding  them  in 
various  counties.  He  is  also  prominent  in  the 
Masonic,  the  Knights  of  Pythias  and  the  Odd 
Fellows'  organizations. 

Professor  Powell  has  likewise  been  very 
active  in  church  and  Sunday-school  work. 
At  Marion  he  built  up  a  Sunday-school  class 
of  over  four  hundred  members  in  the  Ep- 
wortli  M.  E.  Church.  He  has  ever  been 
greatly  interested  in  the  Epworth  League,  and 
is  at  present  one  of  its  district  officers.  On 
July  23,  1884,  the  Professor  was  united  in 
marriage  to  Miss  Ada  E.  Franks,  a  lady  of 
intellectual  attainments,  and  they  have  two 
children  —  Stanley  Franks  and  Carroll  Ar- 
thur Powell. 

LIELA    CLAIRE    HOLCOMBE 

This  lady  has  made  an  enviable  record  as 
a  painstaking,  thorough  and  effective  instruc- 
tor, for,  as  a  teacher,  she  has  ever  been  am- 
bitious, faithful  and  conscientious,  untiring 
in  her  efforts  to  promote  the  welfare  and 
advancement  of  her  pupils. 

LiEL.A  Ci-AiRE  HoixoMBE  is  a  native  daugh- 
ter of  Ohio,  having  been  born  in  Bremen, 
Fairfield  County,  where  her  father,  C.  B.  Hol- 
combe    was    a     leading    practising    physician. 


She  attended  the  public  school  of  Corning  for 
years,  graduated  from  the  Corning  High 
School,  and  next  became  a  pupil  in  Hollins' 
Institute,  Virginia,  following  her  studies  there 
with  a  course  at  Dennison  University,  Gran- 
ville. Ohio,  and  six  years  were  spent  at  this 
famed  institution  of  learning :  In  VJi*l  Miss 
Holcombe  began  her  life  work  as  a  teacher, 
her  first  school  lieing  in  Chihuahua,  Old  Mex- 
ico, and  a  year  was  passed  thus  in  this  historic 
old  city.  Returning  to  Corning,  Miss  Hol- 
combe was  assigned  to  the  High  School  there, 
being  appointed  assistant  principal  under  Geo. 
W.  De  Long,  superintendent  of  the  High 
School.  Thfs  position  she  still  holds,  and  her 
duties  are  performed  in  a  manner  so  thorough 
that  the  departments  in  her  care  have  been 
raised  to  the  highest  plane  of  efficiency  and 
usefulness. 

Miss  Holcombe  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  also  an  attendant  at 
the  Baptist  Church,  Corning,  and  by  her 
pupils,  friends  and  fellow-teachers  she  is  held 
in  universal  esteem. 


HATTIE  VAN    WORMER 

The  foundation  for  all  the  great  progress 
that  we  witness  in  all  things  in  this  wonder- 
ful twentieth  century,  is  found  in  that  magic 
talismanic  word  —  "Education,"  for  without 
education  as  a  basis  but  little  could  have 
been  achieved.  The  public  schools  are  the 
primal  factor  in  the  training  of  the  world's 
mind,  and  the  American  system  the  best,  as 
generally  conceded. 

The  schools  of  Newark  will  in  every  way 
compare  most  favorably  with  those  of  any 
other  city,  and  their  teachers  are  among  the 
ablest  educators  in  the  land,  .\mong  these 
an  honored  position  is  occupied  by  Miss 
H.xTTiE  Van  Wormer,  principal  of  the  Wood- 
side  School,  and  a  most  talented  instructor. 
Miss  Van  Wormer  is  a  native  daughter  of 
Ohio,  having  been  born  at  Groveport,  Frank- 
lin County,  where  her  father.  Andrew  J.  Van 
Wormer  conducted  business  as  a  merchant. 
Her  early  education  was  received  in  the  public 
schools  of  Groveport,  and  in  the  Granville 
Female  College.  On  leaving  that  institution, 
Miss  Van  Wormer  secured  a  school  in  Sugar 
Grove,  where  she  taught  one  year.  She  then 
taught  three  years  in  Lithopolis.  In  the  mean- 
time her  parents  removed  to  Newark,  and 
Miss  Van  Wormer  next  taught  two  years  in 
a  Licking  County  school.  Desiring  to  be- 
come more  proficient  she  now  entered  the  Co- 
lumbus Normal  School,  from  which  .she  grad- 
uated. She  soon  after  began  teaching  in  New- 
ark where  she  has  been  for  the  pa.st  five 
years.  Three  years  ago,  she  received  the 
recognition  her  ability  deserved,  and  was  pro- 
moled  to  the  principalship  of  the  Woodside 
School,  which  position  has  since  been  filled 
by  her  in  the  most  credital)le  manner. 

Miss  Van  Wormer  is  an  ex-member  of  the 
Ohio  Teachers'  Reading  Circle  and  the  Chau- 
tauquans,  is  an  attendant  of  the  Second  Pres- 
byterian Church,  and  has  a  host  of  friends  in 
educational  and  social  circles. 


52.3 


PROF.    WILLIAM     H.    MECK 


The  career  of  this  gentleman  —  one  of  the 
best  known  educators  in  the  country  —  has 
been  one  of  phenomenal,  well  attained  success, 
and  his  laurels  are  not  only  well  deserved, 
but  have  been  fully  earned.  Professor  Meck 
was  born,  reared,  and  educated  in  Ohio,  and 
is  a  most  creditable  representative  son  of 
the  Buckeye  State.  His  first  experience  in 
his  profession  was,  when  a  mere  boy,  he 
taught  in  the  rural  schools  of  Crawford 
County  for  four  years,  and  so  successfully 
that  at  the  expiration  of  that  period  he  was 
elected  principal  of  the  Wapakoneta  High 
School,  holding  that  position  three  years.  He 
resigned  to  attend  the  Ohio  Normal  Univer- 
sity, graduating  in  1888.  Later  on  he  held  the 
principalship  of  the  Kent  High  School  for 
two  years,  relinquishing  it  to  enter  the  Ohio 
VVesleyan  University,  and  simultaneous  with 
the  pursuit  of  his  studies  there  he  was  em- 
ployed as  an  in.structor  in  Mathematics.  He 
graduated  in  1804  with  high  honors,  the  de- 
gree of  Bachelor  of  Arts  being  conferred 
upon  him.  In  1804-")  he  was  principal  of  the 
high  school  at  Sidney.  Co'itinuing  his  schol- 
astic pursuits  Professor  Meck  also  gained 
recognition  from  the  Miami  University,  which 


in  18il8  conferred  on  him  the  degree  of  Mas- 
ter of  Arts.  For  the  past  ten  years  he  has 
been  an  instructor  in  the  Steele  High  School, 
Dayton,  Ohio.  On  August  31.  1898,  he  was 
appointed,  by  Connnissioner  Bonebrake,  a 
member  of  the  State  Board  of  School  Exam- 
iners, to  succeed  Supt.  Sharkey,  of  Eaton, 
Ohio,  for  a  term  of  five  years.  Professor 
Meck  was  the  first  high  school  teacher  to  be 
appointed  to  the  State  Board,  and  it  was  a 
most  substantial  recognition  of  his  ability. 
His  services  in  his  new  office  were  so  effici- 
ent that  in  August.  1903,  he  was  again  ap- 
pointed to  the  position,  and  was  the  first  one 
to  succeed  himself  since  the  enactment  of  the 
five-year  law.  Professor  Meck  has  contri- 
buted much  to  educational  literature,  and  has 
frequently  been  called  upon  to  address  teach- 
ers' associations.  He  holds  High  School  Life 
Certificates  from  Ohio  and  Michigan,  and  in 
July  1898,  at  Put-in-Bay,  wes  elected  presi- 
dent of  the  High  School  Section  of  the  Ohio 
State  Teachers'  As.sociation,  and  in  Decem- 
ber. 1904,  he  was  admitted  to  the  Bar.  Pro- 
fessor Meck's  whole  heart  is  in  his  life-work, 
and  the  services  he  has  rendered  to  the  cause 
of  education  are  inestimable. 


524 


WILLIAM     HENRY    MITCHELL 


The  above  named,  one  of  the  most  widely 
known  and  experienced  of  Ohio's  public 
school  instructors,  was  born  in  Indiana  in 
1853.  His  father,  the  Rev.  Walter  Mitchell, 
was  born  on  Nantucket  Island.  Mass..  and  for 
many  years  was  active  in  the  Presbyterian 
ministry.  He  attained  the  ripe  age  of  eighty- 
five  in  November,  lOiU,  and  is  still  living  with 
his  worthy  spouse.  Mrs.  Mary  (Evans)  Mit- 
chell, who  is  almost  of  the  same  age,  having 
celebrated  her  eighty-fourth  birthday  in  Feb- 
ruary, 1905.  They  came  to  Ohio  when  our 
subject  was  but  an  infant,  and  have  since 
resided  here.  The  latter  secured  his  earlier 
education  in  the  public  schools  of  Gallipolis, 
and  after  completing  the  studies  there,  took 
a  course  in  Marietta  College,  from  whicli  he 
graduated  in  1874  with  the  degree  of  Bachelor 
of  Arts,  later  receiving  the  degree  of  Master 
of  Arts  from  the  same  institution.  In  1875 
Mr.  Mitchell  began  his  pedagogical  career 
as  teacher  in  Gallipolis  schools,  continuing 
there  for  six  years,  when  he  was  appointed 
superintendent  of  Monroeville  and  Ridgeville 
Township,    Ohio,    and    officiated    in    this    dual 


capacity  for  fifteen  years.  For  the  past  seven 
years  he  has  been  superintendent  of  schools 
at  New  London  and  New  London  Township, 
Ohio,  and  has  achieved  a  distinct  success, 
building  up  the  schools  to  the  highest  possible 
degree  of  efficiency. 

While  at  Gallipolis,  Mr.  Mitchell  served 
as  a  meniber  of  the  Board  of  Examiners  for 
both  that  city  and  Gallia  County.  He  has 
been  a  member  of  the  Board  of  Examiners 
of  Huron  County  for  the  past  twenty  years, 
and  of  the  State  Board  of  Examiners  for 
five  years.  He  has  done  and  is  still  doing 
much  val'.'able  institute  work  in  all  parts  of 
the  State.  Mr.  Mitchell  holds  membership 
in  the  Ohio  Teachers'  Reading  Circle,  the 
Northeastern  Ohio  Teachers'  Association, 
the  National  Educational  Association,  and  the 
Ohio  State  Teachers'  Association,  and  holds 
membership  in  the  Congregational  Church. 
In  1879  he  was  married  to  Miss  Clara  C. 
Langley.  and  they  have  a  son.  Walter  E..  who 
is  now  in  his  17th  year,  and  daughter.  Carrie 
L..   who   is   a   student   at   Woo-tcr   University. 


525 


PROF.  CHARLES  C.   MILLER,  Ph.D. 


The  efficient  superintendent  of  schools  at 
Lima,  Ohio,  and  a  most  accomplished  educa- 
tor was  born  at  Baltimore,  Fairfield  county, 
Ohio.  In  1856,  son  of  Enos  S.  Miller,  carriage 
maker  by  vocation.  After  completing  studies 
in  the  country  schools,  he  entered  ^'airfield 
Union  Academy  at  Pleasantville,  Ohio,  gradu- 
ating from  the  latter  institution  in  ISld.  Af- 
ter teaching  for  several  terms  to  earn  sufficient 
means  to  attend  college  he  entered  the  Ohio 
State  University  in  1877  and  was  graduated 
in  1883  with  the  degree  of  A.  B.  Professor 
Miller  has  always  been  a  hard  student,  and 
has  paid  his  tuitions  by  his  own  labor. 

In  1903  he  had  conferred  upon  him  the 
degree  of  Doctor  of  Philosophy  from  the  Ohio 
University  at  Athens,  Ohio.  Professor  Miller 
began  his  pedagogical  career  in  1874  as  a 
teacher  in  the  country  schools.  His  fir.st  work 
as  superintendent  of  schools  was  at  Eaton, 
Preble  county,  Ohio,  1884-1886.  On  resign- 
ing from  that  position  he  went  to  Ottawa,  Put- 
nam county,  1886,  and  then  to  Sandusky.  Ohio, 
as  superintendent.  He  was  then  elected  at 
Hamilton,  Ohio,  18.92.  in  a  similar  capacity, 
and  at  a  large  increase  in  salary.  Ten  years 
ago  he  was  elected  superintendent  of  schools 
at  Lima,  and  continues  to  most  satisfactorily 
discharge  the  duties  of  that  office.  Professor 
Miller  was  Ohio's  school  commissioner  from 
1891  to  1892.     He  was  appointed  State  exami- 


ner in  1901  by  Hon.  L.  D.  Bonebrakc.  He 
likewise  had  the  honor  to  be  the  first  graduate 
of  the  Ohio  State  University  appointed  on  the 
Board  of  Trustees  of  that  institution.  Mr. 
Miller  has  done  a  larg^  amount  of  institute 
work  in  Ohio,  Indiana  and  Peinisylvania,  and 
has  been  County  School  Examiner  of  Preble, 
Putnam  and  Butler  counties,  and  City  Ex- 
aminer of  Sandusky,  Hamilton  and  Lima.  He 
holds  membership  in  the  Masonic  fraternity. 
Phi  Gamma  Delta  Fraternity,  the  Knights  of 
Pythias,  Ohio  Teachers'  Reading  Circle.  Ohio 
State  Teachers  Association.  Northwestern 
Ohio  Teachers'  Association  and  the  National 
Educational  .Association.  In  1891  he  was  mar- 
ried to  Miss  Nellie  C.  Wilbur,  of  New  York 
State,  and  they  have  a  family  of  two  sons  and 
a  daughter. 

In  regard  to  Professor  Miller's  standing, 
etc..  we  quote  the  estimate  of  a  clergyman  of 
prominence  who  has  known  him  for  years : 
"Professor  C.  C.  Miller  is  frank  and  genial, 
warm  hearted  and  generous.  He  is  affable 
and  courteous,  and  his  social  qualities  are  of 
the  highest.  He  makes  friends  readily,  and 
then  grapples  them  to  himself  with  hooks  of 
steel.  He  has  dignity  of  geinune  manhood, 
and  not  a  stilted  affectation,  nor  a  cold, 
haughty  pride.  He  is  unassuming  in  manner, 
and  invites  confidence  rather  than  repels. 


526 


MIRON    E.   HARD. 


MiRON  E.  Hard  was  horn  December  0,  1849, 
near  Elmwood,  Franklin  county.  Ohio,  on  the 
farm  of  his  father,  Albert  Hard,  and  received 
his  earliest  education  in  the  country  schools 
of  that  day.  Next  he  took  a  seven  years' 
course  at  Central  College.  Ohio,  and  at  the 
same  time  taught  in  district  schools  in  Perry 
township  in  order  to  defray  his  expenses. 
At  the  expiration  of  that  period  he  entered 
the  Ohio  Wesleyan  University  at  Delaware, 
and,  upon  successfully  graduating  in  1873,  was 
appointed  principal  of  the  high  school  at  Gal- 
lipolis.  Ohio.  Two  years  later  he  resigned  to 
accept  the  prinicipalship  of  the  high  school 
at  Wasliington  Court  House,  and  after  giving 
four  years'  valuable  service  there  he  resigned 
to  return  to  Gallipolis  to  become  superintend- 
ent there.  This  position  he  filled  with  credit 
and  honor  for  ten  years,  and  went  thence  to 
Salem,  Ohio,  where  another  ten  years  were 
passed  as   superintendent. 

The  three  years  following  this  saw  Mr. 
Hard  installed  as  superintendent  at  Bowlinp 
Green.  He  was  re-elected  there,  but  resigned 
to  become  superintendent  at  Sidney  for  two 
years.     In  1002   he  accepted  a  call   from  Chil- 


licothe  to  become  superintendent  there,  and 
this  office  he  still  continues  to  hold,  to  the 
eminent  satisfaction  of  his  assistants,  pupils, 
and   the  public. 

Mr.  Hard  has  long  since  been  prominent  in 
educational  circles.  He  was  a  candidate  for 
the  position  of  State  School  Commissioner  in 
18!I7,  was  State  Examiner  for  five  j'ears,  and 
has  served  as  president  of  the  Ohio  State 
Teachers'  Association.  He  has  been  a  mem- 
ber of  the  Ohio  Teachers'  Reading  Circle  for 
the  past  twenty  years,  and  is  also  a  member 
of  the  Central  Ohio  Teachers'  Association 
and  the  Masonic  fraternity.  The  first  meet- 
ing of  the  Ohio  State  Teachers'  Association 
attended  by  him  was  in  187.3,  and  since  then 
he  has  missed  but  one  gathering  of  that  or- 
ganization. 

In  1874  Mr.  Hard  was  married  to  Miss 
Catherine  Shallcross,  and  they  have  an  in 
teresting  family  of  one  son  and  two  daugh- 
ters, named  respectively  Ansel  S.,  Nora  E.  and 
Minnie  Anita.  Miss  Minnie  Anita  is  a  junior 
at  the  Ohio  Wesleyan  University,  while  Miss 
Nora  E.  is  now  studying  inusic  at  Sidney, 
Ohio. 


527 


MRS.    DELIA    LATHROP    WILLIAMS 


In  the  long  roll  of  Ohio's  successful  teach- 
ers, the  name  of  the  subject  of  this  brief  sketch 
stands,  by  common  consent,  in  a  high  place. 
An  assembly  of  all  her  immediate  pupils 
would  be  a  very  large  gathering,  and  as  so 
many  of  these  became  teachers,  her  influ- 
ence for  good  flowed  through  a  like  number 
of  channels,  and  her  pupils'  pupils,  those  in- 
directly led  by  her  in  the  ways  ojf  righteous- 
ness,   would   be   a   vast    multitude. 

Delia  Lathrop.  daughter  of  Philemon  and 
Sophia  Shurtleff  Lathrop,  had  her  early  edu- 
cation in  the  schools  of  Syracuse,  N.  Y.,  her 
native  city,  and  while  yet  a  young  girl  taught 
district  school   in  the  surrounding  country. 

After  a  few  years  of  this  valuable  experi- 
ence, she  entered  the  Albany  State  Normal 
School,  from  which,  in  18.57,  she  was  gradu- 
ated with  honor,  and  later  took  a  course  in 
the  Oswego  Normal   School. 

Teaching,  the  profession  she  was  to  serve 
long  and  well,  was  resumed  by  her.  in  18.59. 
in  the  primary  department  of  the  Oswego 
schools.  Promotion  followed,  to  the  grammar 
and  to  the  high  school,  and  at  the  opening  of 
the  State  Normal  School,  she  was  placed  in 
charge  of  the  practice  department.     Here  the 


success  which  had  attended  her,  did  not  fail, 
and  after  a  few  years  she  was  called  to 
Worcester,  Mass.,  to  shape  the  destinies  of  the 
City  Normal  School  wbic'i  afterwards  devel- 
oped into  the  Worcester  State  Normal. 

In  18(iT,  Miss  Lathrop  was  invited  by  the 
Cincinnati  board  of  e.lucation  to  the  principal- 
ship  of  the  City  Normal  School,  which  posi- 
tion she  held  and  lilled  for  many  years,  prov- 
ing by  concrete  example  that,  of  the  schoof 
system  of  any  large  city,  a  normal  department 
is  an  essential  factor. 

In  1877,  Miss  Lathrop  and  Professor  Will- 
iam George  Williams  married. 

Soon  after  removing  to  Delaware  as  the 
wife  of  this  distinguished  scholar  and  teacher, 
Mrs.  Williams  was  asked  to  resume  her  labors 
in  the  class-room ;  and  her  love  for  such 
service  led  her  to  accept  the  proffer,  and  to 
continue  for  some  years  to  devote  her  fine 
pedagogic  skill  to  collesie   work. 

The  Ohio  State  Teachers'  Association  held 
its  session  for  1882  at  Niagara  Falls.  On  the 
program  was  a  paper  by  !Mrs.  Delia  Lathrop 
Williams,  with  "Voung  Teachers  and  their 
Calling,"   for  a  theme. 

."kfter   a   pleasant    preface    which    disclosed 


528 


the  tenet  that  all  true  teachers  are  young,  the 
essayist  graphically  set  forth  under  tive  clearly 
drawn  heads  the  duties  of  the  organized  pro- 
fession to  the  young  in  years,  its  inexperi- 
enced members,  then  with  some  hesitation, 
lest  it  be  regarded  visionary  by  the  old  teach- 
ers, she  concluded  with  an  interrogation: 
'"Would  an  Ohio  State  Teachers'  Course  of 
Reading  meet  a  need  of  the  Young  Teachers 
of  the  State,  and  incite  them  to  Self-improve- 
ment ;  and,  if  so,  is  such  a  course  of  Reading 
Practicable?" 

Upon  this  hint  a  number  of  members  spoke, 
and  from  this  hint,  this  speaking,  and  conse- 
quent action  at  the  next  annual  meeting,  came 
forth  the  Ohio  Teachers'  Reading  Circle.  It 
is  under  the  management  of  a  Board  of  Con- 
trol, of  which  Mrs.  Williams  has  been  presi- 
dent from  the  beginning.  The  Woman's  Home 
Missionary  Society  of  the  Methodist  Episcopal 
Church,  of  which  she  is  National  Secretary, 
also  profits  by  Mrs.  Williams's  fine  business 
sense  and  her  zeal  for  all  that  makes  for  the 
uplifting  of  humanity. 


MISS   CLARA    MAYER 

This  lady  has  been  a  close  student  all 
throughout  her  career,  has  ever  kept  in  con- 
stant touch  with  modern  educational  ideas, 
and  ever  quick  and  eager  to  adopt  new  meth- 
ods when  they  were  clearly  demonstrated  to 
be  an   improvement   on   the  old. 

Miss  Cl.\r.\  Mayer  is  a  native  of  the 
Forest  City,  having  been  born  there  in  the 
sixties.  She  has  always  resided  there  and  has 
given  to  the  public  schools  of  Cleveland 
twenty-five  years  of  her  valuable  services, 
much  to  the  advantage  of  the  city  and  to 
those  who  have  been  her  pupils.  Her  educa- 
tion was  received  in  the  common  schools  of 
Cleveland,  al.so  the  West  High  School,  from 
which  she  creditably  graduated,  and  then  fol- 
lowed a  course  in  the  Normal  School  and 
graduation  in  1880. 

The  first  position  assigned  Miss  Mayer 
was  a  teacher  in  the  Hicks  Street  School, 
where  she  continued  for  thirteen  years,  when 
she  was  transferred  to  the  West  High  School, 
and  after  teaching  there  for  a  year  she  was 
appointed  principal  of  the  Landon  School, 
where,  for  the  past  eleven  years,  she  has  con- 
tinued to  most  capably  officiate. 

Miss  Mayer  is  a  member  of  the  North- 
eastern Ohio  Teachers'  Association,  and  an 
attendant  of  the  Free  Baptist  Church.  The 
Landon  School,  is  a  modern  building,  its  in- 
terior  adorned    with    beautiful   works    of    art. 


MISS    CORA    B.    HAUGHEY 

The  high  plane  of  efficiency  that  has  been 
attained  in  the  public  school  system  of  New- 
ark is  the  result  of  the  surveillance  exercised 
in  the  selection  of  teachers,  only  thoroughly 
capable  and  experienced  instructors  being 
chosen  for  the  work. 

Among  the  most  successful  of  those  now 
officiating    is    Miss    Cora    B.    Haughey,    the 


popular  known  principal  of  the  Central  School, 
a  position  she  is  by  training  and  nature  ad- 
mirably qualified  to  fill. 

Miss  Haughey  is  a  native  of  Newark, 
Ohio,  daughter  of  Edwin  and  Elizabeth  C. 
Haughey,  the  former  a  retired  business  man, 
and  her  education  was  obtained  in  twelve 
years  attendance  in  the  public  schools  of 
Newark.  She  graduated  from  the  High 
School  in  1880,  and  in  the  fall  of  the  succeed- 
ing year  began  her  life  work  as  a  public  school 
teacher.  Miss  Haughey  made  a  close  study 
of  child  life,  and  the  best  methods  of  develop- 
ing the  youthful  mind,  and  the  knowledge 
thus  gained,  together  with  her  genial  person- 
ality, enabled  her  to  achieve  distinct  success 
and  obtain  the  most  substantial  results.  Her 
efforts  were  recognized  and  duly  rewarded  in 
1888.  when  she  was  promoted  to  the  principal- 
ship  of  the  Central  School,  and  this  respon- 
sible position  she  has  continued  to  hold  with 
uninterrupted  success. 

Miss  Haughey  is  a  member  of  the  Ohio 
State  Teachers'  Association,  of  the  Athene- 
pousian  Association  of  Newark,  and  the  local 
Research  Club,  and  she  is  a  regular  attendant 
of  the  Second  Presbyterian  Church. 


ZONA    B.    HOWELL 

Never  before  in  the  history  of  this  com- 
monwealth have  the  public  schools  of  the 
State  been  developed  to  such  a  high  degree 
of  excellence  as  they  now  enjoy,  and  never 
before  were  such  grand  results  attainable. 
This  is  mainly  due  to  the  exacting  qualifica- 
tions now  demanded  of  intending  teachers, 
the  thoroughness  of  their  examinations,  and 
the  great  care  exercised  in  selecting  only  the 
fittest  persons  for  the  work  in  hand. 

One  of  the  most  popular  and  successful 
instructors  in  that  section  of  the  State,  is 
Miss  Zona  B.  Howell,  schoolmistress  of  the 
First  Primary  Department,  in  the  Frazeys- 
burg  School.  This  lady  is  of  Ohioan  birth, 
having  been  born  in  Coshocton  County,  daugh- 
ter of  Spencer  L.  and  Rose  B.  Howell,  who 
own  a  farm  in  that  section,  and  she  makes 
her  residence  at  Trinway. 

Miss  Howell  was  a  pupil  in  the  schools  of 
Coshocton  County  for  seven  years,  when  she 
entered  the  High  School  at  West  Bedford, 
Ohio,  and  after  a  four  years'  course  of  study 
was  graduated  in  1904,  but  prior  to  this,  in 
1903,  she  had  been  the  recipient  of  a  first 
teachers'  certificate.  Her  first  charge  was  the 
Hamilton  School  in  Washington  Township, 
Coshocton  County,  Ohio,  and  on  concluding 
her  engagement  there.  Miss  Howell  went  to 
Frazeysburg.  and  was  assigned  to  the  first 
primary  department  of  the  school  there.  Her 
classes  comprise  an  average  of  forty-five 
pupils,  and  they  are  managed  by  her  with  the 
most  beneficent  results. 

Miss  Howell  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Muskingum 
County  Teachers'  Association,  and  ex-member 
of  the  Coshocton  Teachers'  Association,  and 
her  standing  in  educational  circles  and  private 
life  is  of  tlie  most  creditable  character. 


529 


MARGARET  W.  SUTHERLAND 


One  of  the  foremost,  most  prominentiv 
known  Ohio  educators,  was  born  November  2.5, 
18')(».  in  Steubenville,  this  state.  Her  father, 
Judge  John  Knox  Sutherland,  was  a  distin- 
guished light  in  the  legal  world,  while  her 
mother,  whose  maiden  name  was  Mary  Lee 
Bready,  caine  from  a  leading  family  of  Phila- 
delphia. Her  father  served  with  distinciton 
in  many  city  and  county  offices.  Miss  Suth- 
erland's education  was  a  most  thorough  one, 
as  has  been  evinced  by  her  bright  career  and 
splendid  work  in  the  educational  world.  She 
first  studied  in  the  public  schools  of  Steuben- 
ville. graduating  from  the  high  school  in  June, 
18(i(i.  For  the  six  years  following  she  studied 
under  private  tuition  and  in  this  way  com- 
pleted a  college  course  but  never  took  a  de- 
gree. She  also  made  extended  studies  in  Eng- 
lish. French  and  German  literature,  and  psy- 
chology, of  which  she  makes  a  specialty.  Miss 
Sutherland  first  taught  in  Steubenville  both 
in  the  grades  and  in  the  high  school  and 
was  from  there  called  to  serve  as  Principal  of 
the  high  school  at  Mansfield,  Ohio,  a  position 
which   she   retained  for   nine  years.      In    Sep- 


tember, 1889,  she  was  elected  principal  of  the 
the  Normal  School  at  Columbus,  Ohio,  and 
still  retains  this  office,  in  which  she  has  long 
since  firmly  demonstrated  her  ability  and  pe- 
culiar adaptability   for  educational  work. 

Miss  Sutherland  is  actively  identified  with 
many  school  and  literary  organizations.  She 
is  president  of  Sorosis,  president  of  the  Co- 
lumbus branch  of  the  Ohio  State  Teachers' 
Reading  Circle.  She  was  for  six  years  a 
member  of  the  Executive  Committee  of  the 
Ohio  State  Teachers'  Association,  and  the 
only  woman  to  ever  serve  in  that  capacity. 
She  was  vice-president  from  Ohio  of  the  Na- 
tional Educational  Association,  and  was  the 
only  woman  to  preside  over  the  national  meet- 
ing of  that  body,  the  year  she  officiated  in  this 
capacity  being  1898.  the  citv,  —  Washington, 
D.  C. 

Miss  Sutherland  has  traveled  extensively 
for  pleasure  and  study,  and  for  the  past  eight 
years  lias  performed  valuable  work  as  a 
lecturer  before  county  institutes  and  literary 
clubs. 


530 


FLETCHER    STANTON    COULTRAP 


Under  the  able  leadership  of  this  gentle- 
man the  public  schools  of  Athens,  Ohio,  have 
been  advanced  to  the  highest  possible  degree 
of  influence  and  efficiency.  During  his  seven 
years  of  faithful  service  as  superintendent  the 
high  school  has  trebled  its  attendance,  while 
the  number  of  graduates  has  grown  from  a 
class  of  six  to  a  class  of  thirty-three.  Mr. 
Coultrap  is  a  product  of  Ohio,  born  in  1853, 
and  he  has  always  taken  commendable  pride 
in  the  fact  that  his  early  life  was  passed  on 
a  farm,  amid  the  surroundings  that  do  so 
much  for  the  health  in  later  years.  He  early 
attended  the  country  schools;  proving  an 
eager  pupil,  and  on  his  eighteenth  birthday 
left  the  farm  to  enter  upon  a  four  years' 
course  in  the  Ohio  University,  from  which 
he  was  graduated  in  1875.  In  1878  he  received 
the  degree  of  Master  of  .'^rts  from  that  insti- 
tution. While  in  College,  Mr.  Coultrap  was 
recognized  as  an  especially  strong  debater, 
and  in  his  sophomore  year,  also  in  his  junior 
year,  he  represented  the  Athenian  Literary 
Society  as  debater  in  its  annua!  contests  with 
the  Philomathean  Society.  Immediately  fol- 
lowing his  graduation  he  assumed  control  of 
the    public    schools    at    Wheelersburg,    Ohio, 


and  remained  there  two  years,  during  which 
period  he  made  a  most  careful  study  of  the 
Portsmouth  (Ohio)  public  schools.  It  was 
here  that  he  met  and  married  Miss  Fannie  S. 
Gebhardt  who  has  proven  such  a  blessing  to 
him  in   his  home  and   in  his  professional   life. 

From  Wheelersburg  he  was  called  to  Nel- 
sonville,  Ohio,  as  superintendent,  and  con- 
tinued   in    this   capacity  for   twenty-one  years. 

He  brought  the  Nclsonville  schools  up  to 
a  high  degree  of  efficiency,  and,  as  an  appre- 
ciation of  his  work,  his  salary  was  increased 
from  year  to  year  until  at  the  close  of  his 
twelfth  year  of  service  he  was  receiving  a' 
salary  more  than  twice  as  large  as  that  paid 
any  former  superintendent.  In  1898  he  re- 
signed to  accept  the  unanimous  call  to  the- 
supcrintcndency  of  the  schools  at  .Athens, 
Ohio,  and  still  holds  that  position.  Durinpf 
the  period  of  distress  in  the  Hocking  and' 
Sunday  Creek  Valleys  in  1803.  Mr.  Coultrap 
was  asked  by  the  people  to  serve  as  chair- 
man of  a  general  relief  connnittee  for  the  dis- 
tribution of  supplies  to  those  in  need  of  aid. 
Later  William  McKinley,  then  Governor  of 
Ohio,  made  him  the  official  head  of  both  val- 
leys,   and    under    his    supervision    some    forty 


531 


thousand  dollars  worth  of  provisions  were 
distributed  through  tlie  various  relief  com- 
mittees. 

Since  1882,  with  the  exception  of  one  year, 
Mr.  Coultrap  has  served  continuously  as  a 
member  of  the  Board  of  Examiners  of  Athens 
county.  He  is  a  member  of  the  Ohio  State 
Teachers'  Association,  the  National  Educa- 
tional Association,  and  is  now  and  has  been 
for  several  years  a  member  of  the  Board  of 
Control  of  the  Ohio  Teachers'  Reading  Circle. 
He  has  a  charming  home  in  .Athens,  the  family 
consisting  of  his  wife  and  four  children  — 
Floyd,  Frieda,  Manning  and  Don. 


MISS   JENNIE    R.    WILSON 

This  lady  has  had  a  most  noteworthy, 
creditable  career  in  the  educational  world, 
and  both  as  teacher  and  principal  has  been 
eminently  and  uniformly  successful.  Earnest 
and  tactful,  with  the  rare  gift  of  adaptability 
to  the  many  phases  of  her  work,  she  may  be 
said  to  be  a  born  imparter  of  knowledge.  Her 
services  in  the  splendid  school  development 
of  Cleveland  have  been  of  the  most  appreci- 
ably valuable  character. 

Miss  Jennie  R.  Wilson  is  a  native  of 
Cleveland,  and  her  father,  David  Wilson,  was 
formerly  a  contractor  and  builder  in  that  city. 
Her  education  was  secured  in  Cleveland's 
public  schools,  and  sliortly  after  graduating 
from  the  Central  High  School  in  187.3,  she 
was  appointed  a  teacher  in  the  Case  School 
Building.  She  continued  there  for  ten  years, 
performing  such  excellent  work  that,  at  the 
expiration  of  that  period,  she  was  appointed 
principal  of  the  Stanard  Building,  and  still 
holds  that  responsible  position.  Miss  Wilson 
is  a  member  of  the  Northeastern  Ohio  Teach- 
ers' Association,  and  her  laurels  are  shown 
in  the  admirable  work   she  has  accomplished. 


MARY    ALICE    ROSS 

This  is  one  of  the  best  known  of  the  suc- 
cessful lady  teachers  of  the  capital  city,  and 
her  work  has  been  prolific  of  the  most  substan- 
tial results.  Miss  Ross  is  a  native  daughter 
of  Ohio,  being  the  third  child  of  the  Rev,  W. 
Z.  Ross  of  the  Methodist  Episcopal  Church. 
Her  father  dying  when  she  was  but  nine  years 
of  age,  her  mother  removed  to  Columbus,  and 
there  Miss  Ross  became  a  pupil  in  the  public 
schools.  She  was  an  apt  scholar,  studying 
constantly,  quickly  passed  through  the  various 
grades,  and  then  entered  the  High  School,  from 
which  institution  she  graduated  in  1878,  with 
an  excellent  record  to  her  credit.  Soon  after 
this  important  event  Miss  Ross  was  appointed 
a  teacher,  and  so  efficient  were  her  labors  in 
this  field  of  work  that  she  was  given  the  Prin- 
cipalship  of  the  Spring  Street  School.  In  this 
more  extended  sphere  of  usefulness  her  abili- 
ties and  experience  were  fully  equal  to  the  de- 
mands made  upon  them,  and  she  was  further 
nromoted  by  being  appointed  Principal  of  the 
Franklinton  School,  which  position  is  still  held 


by  her,  and  the  school  is  one  of  the  most  effic- 
ient and  best  conducted  in  Columbus. 

Miss  Ross  is  a  member  of  the  Principals' 
Association,  the  Ohio  Teachers'  Reading 
Circle,  and  other  educational  organizations, 
and  is  a  lady  who  conmiands  the  esteem  of 
all  who  know  her. 


CARRIE    O.    SHOEMAKER 

This  lady  is  Principal  of  the  Hubbard 
Avenue  School,  and  has  been  a  valuable  fac- 
tor in  the  promotion  of  education  in  Colum- 
bus. She  was  born  in  Lancaster,  Ohio,  her 
father  being  Elias  Hicks  Shoemaker,  a  manu- 
facturer, mechanical  engineer,  and  inventor  of 
many  u.seful  devices.  Miss  Shoem.\ker  first 
attended  school  at  Washington  Court  Hou.se, 
Ohio,  and  later  in  Lancaster,  thence  removing 
to  Columbus,  where  she  graduated  from  the 
Central  High  School  in  1878.  In  1880  she 
was  appointed  teacher  in  the  Mound  Street 
School,  remaining  there  until  1887,  when  she 
was  transferred  to  the  Second  Avenue  School, 
From  there  Miss  Shoemaker  went  to  the 
Normal  Training  School,  remaining  there  for 
two  years  under  the  principalship  of  Mar- 
garet Sutherland.  In  189.5  she  was  appointed 
Principal  of  the  Hubbard  Avenue  School  and 
still  retains  this  position.  The  school  is  one 
of  the  largest  in  the  city,  having  between  COO 
and  70(1  pupils.  Miss  Shoemaker  is  a  member 
of  the  Ohio  Teachers'  Reading  Circle,  the 
Principals'  Association,  the  National  Educa- 
tional Association,  the  Mutual  Aid  Associa- 
tion and  the  Episcopal  Church,  and  her  resi- 
dence is  at  No.  158  Buttles  Avenue. 


CARRIE    M.    KIRBY 

Education  in  Ohio  has  been  developed  along 
lines  of  the  highest  efficiency,  of  lofty  ideals, 
of  ambitious  endeavors,  and  the  grand  result 
is  that  the  State  is  unsurpassed,  in  the  matter 
of  educational  facilities  and  resources,  by  any 
of  her  sister  states  in  the  Union.  In  Newark 
the  status  of  the  school  is  the  best,  reflecting 
much  credit  upon  the  teachers  engaged  in  duty 
there.  One  of  the  most  successful  of  these 
is  Miss  Carrie  M.  Kirbv.  the  esteemed  prin- 
cipal of  the  Old  and  New  West  Schools. 

This  lady  is  a  native  of  Ohio,  her  birth- 
place being  Granville  township,  her  father, 
George  Kirby,  an  attache  of  the  Baltimore  and 
Ohio  Railroad.  She  was  educated  in  the  Pub- 
lic Schools  of  Newark,  graduated  from  the 
Newark  High  School,  and  first  began  teach- 
ing in  1803  at  the  New  West  Building.  In 
18P()  she  was  promoted  to  the  principalship. 
which  she  has  continued  to  hold,  maintaining 
her  schools  in  a  model  state  of  efficiency. 

Miss  Kirby  is  an  ex-member  of  the  Ohio 
Teachers'  Reading  Circle,  is  a  member  of  the 
Ohio  Federation,  also  of  the  First  Presby- 
terian Church,  and  she  enjoys  the  esteem  of 
ho.>^t  of  friends. 


532 


CHARLES    HAUPERT 
SUPERINTENDENT   PUBLIC   SCHOOLS,   WOOSTER,   OHIO 


533 


CHARLES  L.   LOOS,  JR. 


Principal  of  the  High  School  at  Dayton, 
Ohio,  and  a  well-known  educator  of  unques- 
tioned merit,  was  born  at  Wellsburg,  W.  Va., 
August  5,  1849.  His  father,  Charles  L.  Loos, 
Sr.,  was  a  college  professor  and  president,  and 
famous  in  his  time  i6r  his  erudition  and  mas- 
terly scholarship.  His  mother's  name  was 
Rosetta  A.  Loos,  a  lady  of  admirable  quality 
and  sweet  personality.  Our  subject  received 
his  earlier  education  from  private  tutors  and 
in  private  schools,  and  was  thus  thoroughly 
grounded  in  the  elementary  knowledge  of 
scholarship.  Then  he  entered  Bethany  Col- 
lege, West  Virginia,  took  a  full  course,  and 
was  graduated  in  1800.  Mr.  Loos  first  began 
his  professional  career  as  a  teacher  in  Franklin 
township.  Wayne  County,  Ohio,  and  taught 
there  for  six  months.  Then  he  was  elected 
superintendent  of  schools  at  Millersburg,  Ohio, 
retaining  the  position  for  four  years.  From 
Millersburg  he  went  to  Dayton,  Ohio,  as  Prin- 


cipal of  the  First  District  School,  and  served 
in  that  capacity  for. thirteen  years.  He  was 
then  transferred  and  promoted  to  the  Dayton 
High  School,  where  he  served  as  teacher  for 
thirteen  years,  and  .so  proved  his  efficiency, 
that,  five  years  ago,  he  was  elected  Principal, 
and  in  this  his  latest  incumbency  he  has  made 
a  most  enviable  record. 

Mr.  Loos  holds  membership  in  the  Central 
Ohio  Teachers'  Association,  the  Ohio  State 
Teachers'  Association,  the  National  Educa- 
tional Associaton.  the  Knights  of  Pythias  and 
Benevolent  and  Protective  Order  of  Elks.  On 
December  25.  1874,  he  was  married  to  Miss 
Mary  L.  Mayers,  and  as  a  result  of  this  felic- 
itous union  two  children  were  born. 

Mr.  Loos  has  been  a  frequent  contributor 
of  valuable  articles  to  educational  publications, 
has  given  addresses  at  various  teachers'  meet- 
ings, and  has  fully  amplified  and  farned  the 
title  to  be  called  one  of  Ohio's  educators. 


534 


STEPHEN    T.    DIAL. 


This  gentleman  has  been  actively  engaged 
in  educational  work  for  twenty  years  and  is 
an  enthusiast  in  his  profession.  Not  only  is 
he  a  fine  scholar  and  executive  officer,  but  also, 
as  an  inspiring  and  thought  provoking  teacher, 
he  has  few  equals.  Students  under  his  in- 
struction have  the  best  that  scholarship,  enthu- 
siasm, and  experience  can  bring  to  bear  upon 
the  studies  they  are  pursuing. 

Stephen  T.  Dial  was  born  April  Ifi,  18.5'i, 
at  Olive  Branch,  Ohio,  where  his  father,  David 
M.  Dial,  was  a  successful  farmer.  He  at- 
tended the  public  .schools  at  an  early  age,  and 
later  took  a  course  in  the  Ohio  Wesleyan  Uni- 
versity at  Delaware,  Ohio,  following  this  with 
a  course  in  college  at  Syracuse  University. 
Syracuse,  New  York.  He  received  the  de- 
gree of  Bachelor  of  Arts  at  Delaware  in  1880, 


and  that  of  "Ph.  D."  at  Syracuse  University 
in  1893. 

Mr.  Dial's  experience  as  a  teacher  began 
in  1881  at  Milford,  Ohio,  where  he  taught  up 
to  1887,  when  he  moved  his  field  of  labors  to 
Batavia,  and  remained  there  until  1801,  when 
he  went  to  Lockland,  Ohio,  and  was  ap- 
pointed superintendent  of  schools  there,  which 
position  he  still  continues  to  most  satisfac- 
torily to   fill. 

Mr.  Dial  is  a  member  of  the  National 
Educational  Association,  the  Ohio  State 
Teachers"  Association,  and  the  Ohio  Teach- 
ers' Reading  Circle.  He  is  also  a  Scottish 
Rite  Mason  and  a  Knight  of  Pythias.  On 
May  2'),  1881,  he  was  married  to  Miss  Inez 
White,  and  they  have  two  fine  sons,  George 
White  Dial  and  William  Henry  Dial,  who  are 
now   students  at  Harvard  University. 


535 


SARDINE     P.     HUMPHREY 


For  upward  oi  a  quarter  of  a  century  the 
above  named  has  been  engaged  in  Ohio,  his 
native  state,  as  a  public  school  instructor,  and 
has  achieved  distinction  as  a  master  adept  in 
his  profession. 

Sardine  P.  Humphrey  was  born  in  Meigs 
county,  this  state,  February  2,  lf<(>2,  on  a  farm 
owned  by  his  father,  William  G.  Humphrey, 
a  most  estimable  gentleman,  who  is  still  living 
and  residing  with  our  subject.  He  was  edu- 
cated, primarily,  in  the  country  schools  of 
Meigs  county,  and  then  took  a  course  in  Rio 
Grande  College,  Gallia  county,  Ohio,  from 
which  he  graduated  in  18;)5,  thus  rounding  out 
an  excellent  education.  He  began  teaching 
when  but  sixteen  years  of  age  in  district 
schools,  and  by  study  and  application  steadily 
forged  to  the  front. 

In  188(i  he  was  elected  principal  of  the 
High  School  at  Middleport,  Ohio,  continuing 
in  this  capacity  until  18!)(i,  when  he  was  pro- 
moted to  the  superintendency,  and  in  this 
wider  field  he  remained   up  to   1807,  when  he 


resigned  to  accept  the  superintendency  of  the 
public  schools  at  1  ronton,  Ohio,  in  which 
position  he  still  continues  to  demonstrate  his 
ability  and  perform  excellent  service  in  the 
public's  behalf.  From  181(0  to  18:(7  Mr.  Hum- 
phrey was  a  member  of  the  County  Board  of 
Examiners  of  Meigs  county,  and  is  now  presi- 
dent of  the  City  Board  of  Examiners  of  Iron- 
ton.  He  has  held  a  high  school  life  certificate 
in  Ohio  since  1889  and  is  a  member  of  the 
executive  committee  of  the  Ohio  State  Teach- 
ers' Association.  Mr.  Humphrey  also  holds 
membership  in  the  Ohio  Teachers'  Reading 
Circle,  the  Lawrence  County  Teachers'  Insti- 
tute, the  Southeastern  Ohio  Teachers'  .\ssocia- 
tion,  and  the  National  Educational  .\ssocia- 
tion.  On  Christmas  Eve,  1884.  he  was  mar- 
ried to  Miss  Hattie  Mills  of  Gallipolis,  Ohio, 
and  they  have  a  family  consisting  of  one  son, 
Elza  Mills,  and  two  talented  daughters,  Sarah 
Clare  and  Helen  Pearl,  the  first  of  wdiom  is 
now  a  student  in  the  Ohio  University. 


536 


EDWIN     P.    WEST 


In  his  present  responsible  posi;i  -n  of  sup- 
erintendent of  schools  at  Wihnington,  Ohio, 
Mr.  West  has  ample  opportunities  for  the 
constant  exercise  of  those  masterly  qualities 
with  which  nature  and  sound  training  have 
so  generously  endowed  him,  and  that  he  is 
taking  full  advantage  of  those  opportunities 
is  being  satisfactorily  demonstrated  in  the 
splendid  condition  in  which  his  schools  are 
maintained. 

Edwin  P.  West  was  born  in  Martinsville, 
Ohio,  the  son  of  James  H.  West,  a  prosperous 
farmer.  He  attended  the  graded  schools  at 
Martinsville,  then  among  the  best  in  that  sec- 
tion of  Ohio.  He  was  for  a  time  a  student 
at  the  National  Normal  University  at  Leba- 
non. He  then  entered  for  a  course  in  Wil- 
mington College,  from  which  institution  he 
graduated  in  1878.  His  primary  position  as 
teacher  was  as  superintendent  of  the  schools 
at  Martinsville,  in  which  capacity  he  contin- 
ued for  seven  years,  when  he  was  elected 
superintendent  at  New  Vienna,  Ohio,  to  which 
town  he  gave  his  valuable  services  for  four- 
teen years.     His  next  charge  was  that  of  sup- 


erintendent of  the  schools  at  Dayton,  Ken- 
tucky, which  claimed  four  more  years  of  his 
time,  or  up  to  1904,  when  he  received  an 
offer  from  Wilmington  to  become  superin- 
tendent there.  This  oiTer  was  accepted,  and 
he  is  now  successfully  installed  in  this  respon- 
sible oosition.  He  has  fine  exjcutive  ability, 
is  well  informed  along  educational  lines,  and 
has  always  been  active  in  institute  and  asso- 
ciation work. 

Mr.  West  was  County  Examiner  of  Clin- 
ton County  for  sixteen  years,  was  a  member 
of  the  Ohio  School  Book  Board,  and  holds 
membership  in  the  Central  Ohio  Teachers' 
Association,  the  Southwestern  Ohio  Teach- 
ers' Association,  the  Ohio  Schoolmasters' 
Club,  and  is  a  member  of  the  Friends  Church. 
He  is  also  a  member  of  the  Masonic  Order 
and  Knights  of  Pythias. 

In  1884  Mr.  West  was  united  in  marriage 
to  Miss  Josephine  Walker,  and  they  have  two 
promisine   daughters   of   bright    mentality. 

Mr.  West  received  from  the  Ohio  State 
Board  a  professional  life  certificate  in  188G. 


537 


GEORGE    W.    DELONG 


This  gentleman  is  one  of  Ohio's  best 
equipped  and  most  efficient  instructors,  his 
active  experience  as  a  practical  teacher  ex- 
tends over  a  period  of  almost  a  third  of  a 
century.  He  is  naturally  of  scholarly  instincts 
and  possesses  in  fullest  degree  the  highest 
intellectual   and  moral   traits  and  qualities. 

George  W.  De  Long  was  born  on  a  farm 
in  Harrison  Township,  Ohio,  September  9, 
1857,  his  parents  being  John  B.  and  Sarah 
Jane  De  Long,  the  latter  a  sister  of  Colonel 
W.  A.  Taylor,  the  distinguished  writer  of 
Columbus,  Ohio.  Six  sons  and  six  daughters 
constituted  the  family,  our  subject  being  the 
ninth  in  age,  and  of  these  but  five  survive. 
Mr.  De  Long  attended  the  public  schools  in 
his  early  youth,  taught  country  school  for 
ten  years  during  the  winter  terms,  and  him- 
self went  to  summer  schools.  Finally  he  took 
a  course  in  the  Ohio  University  at  Athens, 
Ohio,  and  graduated  with  honors  from  that 
institution  in  1894.  He  has  been  a  teacher  of 
schools   since   his   eighteenth   birthday   and   is 


thoroughly  grounded  in  all  the  best  methods 
of  instruction.  Eighteen  years  ago  he  was 
appointed  superintendent  of  schools  at  Corn- 
ing, and  two  years  since  was  also  made  sup- 
erintendent of  the  Crooksville  schools,  and 
he  continues  to  hold  both  positions,  ably  dis- 
charging their  duties. 

Mr.  De  Long  has  been  county  secretary 
of  the  Ohio  Teachers'  Reading  Circle  for  the 
past  twenty  years,  has  been  a  member  of  the 
Town  Council  several  times  and  County  Ex- 
aminer six  years.  He  holds  an  Ohio  High 
School  State  Life  Certificate,  and  holds  mem- 
bership in  the  Ohio  Teachers'  Association,  the 
Southeastern  Ohio  Teachers'  Association,  the 
National  Geographical  Society,  Ohio  Acad- 
emy of  Science  and  the  Methodist  Episcopal 
Church,  also  the  Knights  of  Pythias.  On 
.^pril  8.  1884,  he  was  united  in  marriage  to 
Miss  Addie  M.  Moore,  and  they  have  a  family 
of  three  —  two  sons  and  a  daughter  —  named 
respectively,  Juanita,  Dwight  Moore  and 
Vaughn  De  Long. 


538 


JAMES    L.    LASLEY 


This  gentleman  is  well  known  in  educa- 
tional circles  as  a  scholar  of  the  highest  lit- 
erary attainments,  and  as  an  instructor  of 
sound  executive  ability,  influence,  and  most 
commendable  methods.  His  experience  ex- 
tends over  a  long  period  and  has  been  of  the 
most  valuable  character. 

Mr.  L.x.slev  was  born  January  7,  1848,  at 
Kyzer.  Gallia  County,  Ohio,  on  the  farm  of 
his  father,  Matthew  Lasley,  and  in  early  years 
he  attended  the  common  schools  near  his 
home.  Following  this  he  was  for  five  years 
a  pupil  of  the  Cheshire  Academy,  from  which 
he  graduated  in  18f!4,  and  then  studied  for  a 
year  at  Marietta  College.  Next  he  entered 
the  Ohio  Wesleyan  University  at  Delaware 
for  a  four  years'  cour.se.  which  entitled  him 
to  his  graduation  in  1871.  At  various  times 
since  then  he  has  taken  four  courses  more, 
so  that  he  now  possesses  a  sound,  most  thor- 
ough education. 

Mr.  Lasley  began  his  career  as  teacher  in 
187C,  when  he  was  appointed  principal  of  the 
high  school  at  Pomeroy,  Ohio,  for  three  years. 
Leaving    Pomeroy   on    the   expiration   of   that 


term  he  was  elected  principal  of  the  high 
school  at  Gallipolis  for  three  years,  and  after 
this  service  was  principal  at  Gallon  for  three 
years.  From  Gallon  Mr.  Lasley  was  called  to 
Plymouth,  Ohio,  where  he  officiated  as  sup- 
erintendent for  five  years.  Subsequently  he 
was  superintendent  at  Warren,  Ohio,  for 
three  years,  and  superintendent  at  Geneva  for 
one  year.  He  then  retired  from  active  school 
service,  and  two  years  ago,  after  having  re- 
mained in  retirement  for  nine  years,  he  was 
elected  superintendent  at  Carey,  Ohio,  and 
still  officiates  In  this  capacity,  to  the  eminent 
satisfaction  of  all  concerned. 

Mr.  Lasley  holds  a  life  State  certificate, 
dated  1880.  He  is  interested  In  a  number  of 
educational  organizations,  and  holds  member- 
ship in  Belle  Harmon  Post,  G.  A.  R..  having 
participated  in  the  civil  war.  In  1880  he  was 
united  in  marriage  to  Miss  Eliza  Dougherty, 
a  graduate  of  Vassar  College,  whose  demise 
occurred  in  1883.  Sons  of  this  union  are 
James  F.  and  William  H.  In  1888  he  married 
Miss  Mollie  Schumacher,  and  they  have  one 
son,  David   H.   Lasley. 


539 


W.   R.  COMINGS 


A  scholar  of  admiraljle  attainments,  an  in- 
structor of  progressive  methods,  an  official 
of  strong  executive  ability,  a  gentleman  of 
estimable  personal  qualities  —  such  are  the 
main  characteristics  that  may  be  attributed 
to  the   subject  of  this  notice. 

W.  R.  Comings  is  a  New  Englandcr  by 
birth,  having  been  born  in  Berkshire,  Vermont, 
February  10,  1851,  and  his  early  life  was 
passed  on  the  farm  of  his  father,  A.  C.  Com- 
ings. The  latter  came  to  Oberlin  Ohio  in 
lS(i.")  and  our  subject  then  became  a  pupil  in 
the  public  schools  of  that  village.  On  con- 
cluding his  studies  in  the  graded  and  high 
schools  he  entered  Oberlin  College,  from 
which  he  received  in  due  time  the  honorary 
degree  of  Master  of  Arts.  On  leaving  Ober- 
lin he  went  to  Chicago,  and  after  spending  a 
year  in  the  university  of  that  city,  took  a 
course  in  the  Missouri  State  Normal  School. 
Returning  to  Ohio  in  1874  he  was  appointed 
superintendent  at  Medina,  remaining  there 
eight  years,  and  the  succeeding  nine  years  he 
officiated  as  superintendent  in  Norwalk,  Ohio. 
The  next  two  years  he  acted  in  the  same 
capacity  at  fronton,  and,  resigning  because  of 


ill  health,  went  to  Spri.igfield,  Missouri,  and 
followed  newspaper  work  there  for  five  years. 
Coming  back  to  Ohio  he  worked  at  journal- 
ism in  Lorain  up  to  March,  1001,  when  he 
was  appointed  superintendent  of  schools  at 
Elyria,  the  position  he  still  continues  to  fill 
with   such  manifest  ability. 

Mr.  Comings  has  contributed  much  valu- 
able matter  to  the  cause  of  education,  prom- 
inent among  which  are  his  "Practical  Lan- 
guage Tablets,"  published  at  Norwalk,  Ohio, 
and  editorial  and  contributed  matter  for  edu- 
cational papers.  He  is  a  city  and  county  ex- 
aminer, a  member  of  the  Ohio  State  Teachers' 
As.sociation,  an  officer  of  the  Northeastern 
Ohio  Teachers'  Association,  the  Congrega- 
tional Church,  and  is  also  affiliated  with  the 
Elks,  and  Royal  Arcanum.  On  August  1, 
1878,  he  was  married  to  Miss  Loretta  Ken- 
nedy, and  they  have  had  two  daughters.  Of 
these  the  eldest,  Josephine,  was  married  to 
Mr.  Jay  A.  Egbert  and  is  living  in  Indian- 
apolis, while  her  sister.  Marion,  is  now  a 
member  of  the  Sophomore  class  at  Oberlin 
College. 


540 


JOHN    CARLETON    HEYWOOD 


Principal  of  the  Sixteenth  District  and  Inter- 
mediate Schools,  Cincinnati,  is  an  educator 
of  experience  and  well  known  ability,  and  is 
most  infliientially  known  in  educational  cir- 
cles. He  was  born  in  1844  in  Nottingham, 
England,  son  of  James  Heywood,  a  merchant 
tailor,  and  Catherine  Heywood.  and  with 
them  came  to  the  United  States  in  1849.  They 
settled  in  Cincinnati,  and  there  our  subject 
secured  his  education  in  public  and  private 
schools.  He  took  a  special  course  at  Curran 
&  Kuhn's  Academy,  and  a  course  in  the  Cin- 
cinnati Medical  College,  from  which  he  was 
graduated  in  1885.  Mr.  Heywood  first  taught 
school  in  Greene  Township,  Hamilton  County, 
Ohio,  and  then  went  to  Mount  Airy  as  prin- 
cipal of  the  graded  schools.  Later  he  became 
attached   to    the    Cincinnati    schools,    and    for 


the  past  sixteen  years  has  most  efficiently 
presided  as  principal  of  the  Sixteenth  District 
and  Intermediate  Schools. 

Mr.  Heywood  is  president  of  the  Prin- 
cipals' Association,  and  a  member  of  the  Ohio 
State  Teachers'  Association,  the  Southwest- 
ern Teachers'  Association,  the  National  Edu- 
cational Association,  and  the  Schoolmasters' 
Club.  He  is  also  prominent  in  the  Masonic 
Order,  being  a  Past  Master,  a  Knight  Temp- 
lar, and  now  holds  an  office  in  the  Chapter. 
In  18(57  he  was  married  to  Miss  Mary  E. 
Thompson,  and  they  have  had  five  children. 
Of  these  two  are  now  living,  one.  a  married 
daughter,  residing  in  Philadelphia,  the  other, 
a  son,  living  in  Salt  Lake  City. 

In  1892  his  wife  died  and  four  years  later 
he  married  Miss  Jo.sephine  D.  McElwee,  his 
present  wife. 


541 


OFTHE      5>X 


ifORNli. 


PROF.  HARVEY  THOMAS  SILVERTHORN 


came  to  his  parents  as  a  "New  Year's  Gift," 
having  been  born  the  first  day  of  the  year  in 
1858,  in  Delaware  County,  Ohio,  where  his 
father,  Thomas  Silverthorn,  was  a  successful 
farmer.  He  was  educated  in  country  schools, 
and  later  took  courses  at  the  Ohio  Wesleyan 
University  at  Delaware,  and  the  Ohio  North- 
ern University  at  Ada,  and  from  the  latter 
he  secured  the  degrees  of  Bachelor  and  Mas- 
ter of  Science.  He  first  began  teaching  in  a 
country  school  in  Marion  County,  Ohio,  re- 
maining there  three  years,  when  he  went  to 
Morrow  County  for  a  year.  He  then  turned 
to  farming  and  followed  agricultural  pursuits 
for  seven  years,  when  he  again  became  a  peda- 
gogue, teaching  school  in  Morrow  County  for 
two  years.  Then  came  his  college  experience 
at  Ada,  and  after  graduating  he  was  elected 
superintendent  at  Iberia,  Ohio,  for  two  years. 


His  next  position  was  as  principal  of  the 
high  school  at  Cardington,  Ohio,  on  leaving 
which  he  became  a  student  at  the  Ohio  Wes- 
leyan University.  After  two  years'  work  he 
went  to  Caledonia,  Ohio,  as  superintendent 
for  three  years,  and.  thence,  to  Mount  Ster- 
ling as  superintendent  for  six  years.  In  1904 
he  was  elected  superintendent  at  Logan,  Ohio, 
and  still  holds  this  incumbency.  Professor 
Silverthorn  is  a  member  of  the  Ohio  Teach, 
ers'  Reading  Circle,  the  Southeastern  Ohio 
Teachers'  Association,  the  Ohio  Federation 
of  Teachers,  the  Ma.sonic  fraternity,  Knights 
of  Pythias,  and  the  Methodist  Episcopal 
Church.  In  1879  he  was  married  to  Miss  Eva 
Hannah  Coe,  and  they  have  two  charming 
daughters,  Olive  Estella  Silverthorn,  and  Mrs. 
Lulu  Ann  Pancake,  of  Mt.  Sterling,  Ohio. 


.542 


FRANK    S.    ALLEY 


The  above  named  has  been  actively  en- 
gaged without  interruption,  as  a  pubHc  school 
teacher  and  official  for  almost  thirty  years, 
and  is  widely  known  to  his  fellow  co-workers 
and  to  the  public  as  an  educationalist  of  much 
ability,  of  excellent  judgment,  and  as  one  who 
obtains  "the  results." 

Frank  S.  Alley  is  a  native  of  the  Hoosier 
State,  having  been  born  near  Brookville,  In- 
diana, where  his  father,  David  .'Mley,  was  en- 
gaged in  business  as  a  miller,  and  was  known 
as  a  reputable  citizen  and  upright  business 
man.  On  the  death  of  this  gentleman,  when 
our  subject  was  twelve  years  old,  his  mother 
moved  to  a  farm,  and  there  he  was  reared. 
Being  the  oldest  of  four  children  the  man- 
agement of  the  farm  devolved  very  largely 
upon  him ;  yet  the  experience  proved  valu- 
able, and  to  it  inuch  of  the  success  of  his 
work  is  due. 

By  taking  advantage  of  the  opportunities 
offered  by  the  district  school  of  his  home  he 
secured  the  foundation  of  that  splendid  edu- 
cation which  he  now  possesses.  Next  he  took 
a  course  in  the  Brookville  College,  Indiana, 
following  it  with  a  course  in  ^Ioore's  Hill 
College,  Indiana,  from  which  he  graduated  in 
1880,  and  afterwards  received  the  degree  of 
A.  M. 

Mr.   Alley  began  his  life   work   in   187C  as 


teacher  in  an  Indiana  country  school,  and 
after  four  years  passed  in  that  capacity  he 
went  to  Fairhaven,  Ohio,  having  been  elected 
principal  there.  Three  years  ended  his  ser- 
vices there,  and  for  the  following  seven  years 
he  officiated  as  superintendent  at  New  Paris, 
Ohio,  during  which  period  he  was  for  five 
years  a  member  of  the  County  Board  of  Ex- 
aminers. Ripley.  Ohio,  next  claimed  his  ser- 
vices as  superintendent  for  five  years,  and 
thence  he  went  to  Dayton  and  Bellevue,  Ken- 
tucky, as  superintendent  for  seven  years.  In 
1!I(I3  he  received  a  call  to  the  superintendent- 
ship  at  Greenfield,  Ohio,  and  he  still  continues 
to  successfully  discharge  the  duties  of  this 
position. 

Superintendent  Alley  holds  an  Ohio  State 
Life  Certificate,  date  of  1890,  and  is  a  member 
in  the  Ohio  Teachers'  Reading  Circle,  the  Cen- 
tral Ohio  Teachers'  Association,  the  Ohio 
State  Teachers'  .Association,  the  National  Edu- 
cational Association,  the  Four-County  Associ- 
ation, the  Masonic  body.  Odd  Fellows,  and 
IMethodist  Episcopal  Church.  In  1880  he  was 
united  to  Miss  Lydia  M.  Riker,  since  de- 
ceased, and  they  had  a  family  of  four  sons  and 
two  daughters.  In  18fl-'S  Mr.  .-Mley  was  mar- 
ried to  Miss  Emma  J.  Baker,  a  lady  of  excel- 
lent gifts,  and  they  have  a  pleasant  home  in 
Greenfield. 


543 


C.  T.   COATES 


This  gentleman  has  heen  in  active  service 
as  a  pubHc  educator  for  almost  forty  years 
and  has  a  wide  circle  of  acquaintances  in  the 
educational  world.  He  was  born  February 
22,  1847,  in  Gallia  County,  Ohio,  and  cele- 
brated his  fifty-eighth  natal  day  on  Washing- 
ton's birthday,  1905. 

His  father  was  Jeremiah  Coates,  farmer, 
of  Gallia  County,  Ohio,  and  his  youthful  days 
were  spent  on  the  farm  until  at  the  age  of 
sixteen  he  left  his  home  to  take  part  in  the 
stirring  scenes  of  the  Civil  War,  serving  first 
for  eight  months  on  the  Military  Messenger 
Line  from  Charleston  to  Fayetteville  in  Kana- 
wha Valley  and  then  with  his  regiment,  the 
3(ith  Ohio  Volunteer  Infantry,  from  February 
1864  until   it  was  mustered  out   in  July,   1865. 

After  finishing  the  studies  offered  in  the 
country  schools  he  entered  Pine  Grove  Acad- 
emy and  later  the  Ohio  University  at  Athens, 
Ohio.  He  began  teaching  in  1867  in  Mason 
County,  West  Virginia,  returned  to  Ohio  in 
1809  and  has  ever  since  been  located  in  Meigs 
County.  Seven  years  ago  he  was  elected  sup- 
erintendent   at    Pomeroy,    and    still    continues 


to  most  efficiently  preside  in  that  capacity. 
Mr.  Coates  has  been  County  Examiner  in 
Meigs  County  for  the  past  eight  years  and 
has  served  on  the  Meigs  Co§)ity  Committee 
on  Institute  work  for  some  yventy  years.  He 
holds  membership  in  the  Ohio  Teachers 
Reading  Circle,  the  Southeastern  Ohio  Teach- 
ers' Association  and  the  Methodist  Episcopal 
Church.  In  1809  he  was  married  to  Miss 
Janette  A.  Maupin  of  Mason  County,  W.  Va., 
and  they  have  had  a  family  of  four  bright 
sons,  all  of  whom  are  now  holding  responsible 
positions  as  follows :  Thomas  C.  Coates, 
formerly  principal  of  the  Lancaster,  Ohio 
high  school,  is  now  connected  with  the  Mexi- 
can-American Mining  and  Development  Com- 
pany of  Akron,  Ohio,  and  is  a  member  of  the 
firm,  T.  C.  Coates  &  Co.,  brokers,  Columbus, 
Ohio ;  Alonzo  J.  Coates  is  employed  with  the 
Westinghouse  Company  at  Turtle  Creek,  Pa. : 
Howard  H.  Coates  is  with  the  W.  M.  Ritter 
Lumber  Company,  at  Columbus.  Ohio,  while 
the  fourth  son,  Elmer  W.  Coates  is  with  the 
Columbus  Savings  and  Trust  Company,  at 
Columbus,  Ohio. 


544 


JONATHAN    B.    WRIGHT 


For  almost  thirty  years  the  Ohio  school 
system  has  had  an  active,  practical  exponent 
and  most  worthy  representative  in  the  gentle- 
man whose  name  forms  tlie  caption  to  this 
sketch,  and  he  is  widely,  most  reputably  known 
to  his  co-workers  and  the  public. 

Jonathan  B.  Wright  is  a  product  of 
Ohio  and  was  born  in  Highland  county,  April 
14,  1850.  His  father  followed  the  dual  occu- 
pation of  farmer  and  minister  in  the  Quaker 
church,  and  was  a  citizen  noted  for  his  up- 
rightness   and    sterling    integrity. 

Our  subject  inherited  and  was  trained  in 
these  excellent  traits,  and  they  have  served 
him  to  overcome  obstacles  and  lead  the  life 
strenuous  with  composure.  His  first  school- 
ing was  secured  in  a  rural  district  in  High- 
land county,  and  a  term  in  a  private  school  in 
New  Vienna,  Ohio.  He  then  went  to  Iowa 
and  taught  school  there  for  two  years.  Re- 
turning to  Ohio  he  entered  Wilmington  Col- 
lege, and,  after  a  successful  course  of  studies, 
graduated  in  1878.  He  also  took  a  summer 
course    in    chemistry    at    Harvard    University, 


Massachusetts.  In  1878  Professor  Wright  be- 
gan teaching  in  Wilmington  College  and  for 
twenty  years  made  science  his  chief  branch  of 
instruction.  He  then  went  to  Marysville,  Ten- 
nessee, and  after  a  year  in  service  there  re- 
turned to  Wilmington,  six  years  ago,  and  was 
appointed  teacher  in  the  high  school.  Three 
years  later,  in  recognition  of  his  ability  and 
long  services,  he  was  proinoted  principal  of 
the  High  School,  a  well  deserved  elevation, 
and  under  his  rule  the  various  departments 
have  been  developed  to  an  admirable  plane  of 
efficiency. 

Mr.  Weight  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle  and  a  charter  mem- 
ber of  the  State  Academy  of  Science.  He  and 
wife  are  worshippers  in  the  Quaker  Church. 
He  was  married  in  1876  to  Miss  Louisa  Sabin, 
and  they  had  two  children,  now  of  mature  age. 
Of  these  a  daughter  is  married  and  resides  in 
Philadelphia,  while  a  son  follows  in  his 
father's  footsteps,  and  is  teacher  of  a  .school 
in  Warren  county.  Ohio. 


545 


JOHN    MYERS 

OLDEST    LIVING     SCHOOL    TEACHER     IN     OHIO. 


The  distinction  of  being  the  oldest  school 
teacher  living  in  Ohio  belongs  to  Mr.  John 
Myers,  who  is  now  residing  on  a  farm  in  the 
Southeastern  section  of  Columbus,  this  State. 
He  was  born  in  Hagerstown,  Maryland,  in 
May,  1813,  his  father  being  a  well  known 
hotel  keeper  in  that  city,  and  later  in  Penn- 
sylvania, His  education  was  obtained  in  the 
covmtry  schools  of  his  birthplace.  When  a 
young  man  he  worked  his  way  West  and 
settled  in  Illinois.  About  1840  he  came  to 
Ohio,  earning  his  way  by  assisting  in  driving 
a  herd  of  cattle  to  the  eastern  market  for 
Abram  Swisher,  and  has  ever  since  made 
Franklin  County  his  home.     Mr.  Myers  is  an 


enthusiastic  fisherman,  his  favorite  fishing 
grounds  being  the  Licking  County  reservoir, 
where  he  has  a  summer  cottage.  While  a 
school  teacher  Mr.  Myers  had  an  amusing 
dialogue  with  one  of  his  pupils  one  day.  He 
requested  the  boy  to  spell  the  word  "horse." 
The  lad  spelled  the  word  correctly,  but  could 
not  pronounce  it.  To  enlighten  him  Mr. 
Myers  asked :  "What  does  your  father  ride 
when  he  goes  to  the  mill?"  Whereupon  the 
boy  replied  "a  filly,  sir.''  Mr.  Myers,  although 
of  advanced  years  is  still  hale  and  hearty, 
possesses  a  great  fund  of  stories  and  anec- 
dotes, and  enjoys  the  esteem  of  a  wide  circle 
of   friends  and  acquaintances. 


546 


L.    B.    DEMOREST 


For  upward  of  a  quarter  century  the  sub- 
ject of  this  sketch  has  been  an  active,  promi- 
nent figure  in  the  educational  world  of  Ohio, 
and  has  earned  a  name  and  reputation  for 
ability  of  the  highest  order,  as  well  as  for  his 
influence  in  an  executive  capacity.  Born  in 
Franklin  county,  Ohio,  June  5,  1855,  he  at- 
tended the  district  school  there  up  to  his  tenth 
year,  when  his  father  moved  to  Delaware, 
Ohio,  and  there  he  continued  his  studies  in 
the  public  schools  of  that  town,  .\fter  pass- 
ing through  the  various  grades  he  entered  for 
a  course  at  the  Ohio  Wesleyan  University  at 
Delaware,  from  which  institution  he  gradua- 
atcd  in  June  187(i.  Pursuing  his  studies  fur- 
ther, Mr.  Demorest  took  a  course  of  general 
reading,  and  in  the  fall  of  1877  began  his 
career  as  a  public  educator.  His  first  charge 
was  a  district  school  out  from  Marysville, 
where  he  taught  for  two  winters.  He  moved 
to  Marysville  in  1876,  making  it  his  perma- 
nent home,  and  in  1879  the  board  of  education 
invited  him  to  assume  control  of  the  gram- 
mar school  there,  which  proposition  he  ac- 
cepted and  carried  through  so  successfully 
that  in  1880  he  was  promoted  to  the  principal- 
ship  of  the  Marysville  High  School,  holding 
this  position  until  1898,  when  he  was  elected 
Superintendent,  and  continues  to  preside  most 
efficiently  over  the  duties  of  this  important 
office. 


Mr.  Demorest  is  a  member  of  the  Masonic 
order,  Past  Chancellor  of  the  Knights  of 
Pythias,  charter  member  of  the  Ohio  School- 
masters' Club,  president  of  the  Central  Ohio- 
Teachers'  .\ssociation,  member  of  the  Ohio- 
Teachers"  Reading  Circle,  the  National  Edu- 
cational .Association,  the  Ohio  Teachers'  As- 
sociation, is,  and  has  been  for  many  years- 
clerk  of  the  county  board  of  school  exami- 
ners, the  Phi  Gamma  Delta  fraternity,  and  has- 
long  been  prominent  in  the  Methodist  Church, 
having  been  steward  for  twenty-eight  years,, 
and  superintendent  of  the  Sabbath  School 
eighteen  years,  and  he  is  also  a  member  of 
the  Board  of  Church  trustees. 

In  the  fall  of  1870  Mr.  Demorest  was  mar- 
ried to  Miss  Sallie  ^larshall,  and  they  have' 
an  accomplished  family  of  four  sons  and  a 
daughter.  The  eldest,  Francis  M.  was  a  stu- 
dent at  the  Ohio  Wesleyan  University;  Ralph' 
H.  and  Dana  J.  attended  the  Ohio  State  Uni- 
versity. 

The  former  graduated  in  June,  1904,  has- 
married  and  is  now  teaching  science  at  Green- 
ville, Ohio,  while  Dana  J.  has  been  electetf 
as  assistant  instructor  to  Professor  Lord  of 
O.  S.  U.  The  daughter,  Madge  M.  is  a  stu- 
dent in  the  Ohio  Wesleyan  University  at  Dela- 
ware, while  the  youngest  son  Don  L.,  twelve 
years  of  age,  is  in  the  seventh  grade  of  the' 
Marysville  public  schools. 


547 


D.    W.    MATLACK 


For  almost  two-score  years  the  above- 
named  has  been  an  active,  valued  factor  in 
the  pubUc  school  system  of  Ohio,  and  he  is 
a  recognized  authority  in  all  matters  educa- 
tional. 

D.  W.  Matlack  is  a  native  of  Ohio,  born 
August  4,  1842,  in  Jefferson  County,  and  he 
received  a  rugged  training  on  his  parents' 
farm.  His  father.  Aaron  Matlack,  whose  an- 
cestors came  from  Scotland  before  the  Revo- 
lution, emigrated  to  Ohio  in  the  early  part  of 
the  nineteenth  century,  as  did  also  his  mother, 
Mary  (Winkelplech)  Matlack,  whose  parents 
were  natives  of  Holland,  and  both  were  of 
that  sturdy  stuff  that  the  best  early  pioneers 
of  the  Buckeye  State  were  made  of. 

As  a  boy  our  subject  attended  "the  old 
log  schoolhouse"  for  eight  years,  at  Salem 
Township,  Jefferson  County,  and  the  school 
at  Unionport  four  years.  The  Civil  War  now 
being  on,  Mr.  Matlack  joined  the  Northern 
patriots,  being  then  but  nineteen  years  old, 
and  served  with  distinction  for  three  and  a 
half  years.  On  returning  from  war,  at  the 
close  of  the  bitter  internecine  struggle,  he  en- 
tered the  normal  college  at  Hopedale,  Har- 
rison County,  for  a  three  years'  classical 
course,  successfully  graduating  in  1868.  He 
also  furthered  his  studies  by  constant  self- 
instruction. 


In  1868  began  Mr.  Matlack's  professional 
career,  his  first  charge  being  a  country  school 
in  Jefferson  County,  where  he  continued  up 
to  1870.  In  February,  1871,  began  his  long 
connection  with  the  schools  of  Steubenville, 
when  he  was  appointed  teacher  of  the  eighth 
class  in  the  old  academy,  where  he  remained 
three  years.  In  1873,  upon  its  completion,  he 
was  appointed  principal  of  the  new  Stanton 
Building,  and  this  position  has  been  filled  by 
hitri  with  honor  and  ability  ever  since,  with 
the  exception  of  a  year  in  which  he  officiated 
as  superintendent  of  schools  at  Cadiz.  He 
resigned  from  the  latter  position  to  engage 
in  the  iron  business,  but  failing  in  this  enter- 
prise he  returned  to  the  principalship  of  the 
Stanton  Building,  his  return  being  gladly  wel- 
comed. Since  1808  his  connection  with  schools 
has  never  been  wholly  severed,  as  he  served 
on  a  school  board  and  city  board  of  exam- 
iners while  in  business.  He  now  has  twelve 
assistant  teachers  under  his  government,  and 
the  pupils  in  attendance  number  550. 

Mr.  Matlack  is  a  charter  member  of  the 
Eastern  Ohio  Teachers'  Association,  vice- 
president  of  the  Jefferson  County  Institute, 
secretary  in  this  county  for  the  Ohio  Teach- 
ers' Reading  Circle,  and  is  a  member  of  the 
Grand  Army  of  the  Republic.  He  has  been 
a  member  of  the  Jefferson  County  Board  o* 


548 


Examiners    ten    years,    and    is    clerk    of    that 
body. 

in  1873  Mr.  Matlack  was  married  to  Miss 
Laura  E.  Wolcott,  and  tlie  union  lias  proved 
a  most  felicitous  one.  They  have  two  sons 
and  a  daughter,  now  grown  to  maturity.  The 
ol(le.<t  son,  H.  VV.  Matlack,  graduate  of  Ober- 
lin,  is  manager  of  the  organ  department  of 
the  establishment  of  Lyon  &  Healey,  Chicago; 
the  daughter.  Miss  Helen,  is  now  in  her 
junior  year  at  Oberlin  College.  The  other 
son,  A.  W.  Matlack,  is  employed  in  the 
Store  Department  of  the  La  Belle  Iron  and 
Steel  Company. 

ADA    STEPHENS 

In  the  promotion  of  matters  educational, 
Mlss  Stfphens  has  long  been  an  active,  valued 
factor,  and  her  record  is  of  the  most  enviable, 
creditable  character.  She  is  a  native  of  Co- 
lumbus, her  father,  Adam  O.  Stephens,  hav- 
ing been  Superintendent  of  Green  Lawn  Ceme- 
tery for  thirty-five  years,  and  one  of  the 
most  respected  of  citizens.  Miss  Stephens  re- 
ceived her  educational  training  in  the  public 
schools  of  Columbus,  graduated  from  the  Cen- 
tral High  School  in  IHTO,  and  first  taught  for 
several  years  in  district  schools.  The  first 
public  one  she  was  appointed  to  was  the  Fieser 
School,  and  two  years  were  passed  there  when 
she  assumed  charge  of  the  eighth  grade  at  the 
Douglass  School.  Miss  Stephens  continued 
in  control  here  up  to  the  opening  of  the  Ninth 
Avenue  School,  which  she  was  made  Principal 
of,  and  officiated  in  that  capacity  three  years, 
after  which  she  served  as  Principal  of  the 
Chicago  Avenue  School  for  five  years,  and 
still  retains  this  position,  performing  the  ardu- 
ous duties  connected  therewith  in  the  most 
efficient,  accomplished  manner.  Miss  Stephens' 
life  interests  are  closely  identified  with  edu- 
cational work,  and  she  possesses  in  a  rare  de- 
gree the  gift  of  knowing  how  to  impart  knowl- 
edge to  youthful  minds.  She  holds  member- 
ship in  the  Central  Ohio  Teachers'  Associa- 
tion and  the  Principals'  Association,  and  is  an 
active  worker  in  St.  Paul's  Episcopal  Church 


MISS    LILLIAN    T.    MURNEY 

This  lady  is  one  of  Cleveland's  most  popu- 
lar and  talented  educators  and  her  career  has 
been  a  phenomenally  successful  one.  Miss 
MiKNEY  was  born  in  Cleveland,  her  father, 
John  Murney,  being  a  coal  merchant  in  that 
city.  She  attended  the  Ursuline  Academy  at 
Nottingham,  Ohio,  from  which  she  was  grad- 
uated in  1803.  She  then  took  the  course  at 
the  Cleveland  Normal  School.  Her  first  ex- 
perience as  a  teacher  was  in  the  Hicks  School 
Building,  Cleveland,  where  she  remained  a 
year,  and  then  for  the  following  two  years 
was  assistant  principal  of  the  Barkwill  and 
Dike  buildings.  Then  for  two  years  she  was 
assistant  principal  of  the  Barkwill  building 
only,  and  four  years  ago,  was  promoted  to 
the  principalship  of  the  Brandon  building, 
where  she  continues  to  preside.  This  school 
is   an   excellent   example  of   the   cosmopolitan 


character  of  Cleveland's  population,  as  almost 
every  one  of  its  pupils  is  of  Italian  birth,  and 
Miss  Murney  has  made  herself  proficient  in 
the  Italian  language  in  order  to  make  her 
work  more  effective.  She  is  a  member  of  the 
Northeastern  Ohio  Teachers'  Association  and 
an  attendant  of  the  Catholic  Church. 


MISS    MAY   FRENCH 

For  about  eighteen  years  Miss  May 
French  has  been  a  trusted  factor  in  the  de- 
velopment of  Cleveland's  public  sciiools. 
Faithful  and  tireless  she  has  loyally  labored 
for  the  advancement  of  education's  cause,  and, 
incidentally,  for  the  fair  fame  of  the  local 
system. 

Miss  French  was  born  in  Lakewood,  Ohio, 
where  her  father,  Lorenzo  Dow  French,  now 
deceased,  was  engaged  in  business  as  a  con- 
tractor. She  was  educated  in  the  public 
schools  of  Lakewood  and  Cleveland,  was 
graduated  from  the  West  High  School  in 
1886,  the  Cleveland  Normal  School  a  year 
later,  and  then  began  her  professional  career 
as  teacher  in  the  Fowler  Street  School,  After 
two  years'  service  there  she  served  succes- 
sively as  teacher  in  the  Detroit  Building,  one 
year;  the  Buhrer  Building,  two  years;  the 
Walton  Building,  one  year,  and  then  was 
promoted  to  the  principals'iip  of  the  Lawn 
Street  School.  This  position  has  claimed  her 
services  for  the  past  twelve  years,  and  it  is 
one  of  the  best  regulated  schools  in  the  city, 
a  potent  fact,  when  it  is  considered  that  all 
the  schools  are  admirably  excellent. 

Miss  French  is  a  member  of  the  North- 
eastern Ohio  Teachers'  Association,  the  Na- 
tional Educational  Association,  and  the  Ohio 
Teachers'  Reading  Circle,  and  an  attendant 
of  the  Swedenborgian  Church. 


MISS    HATTIE    E.    WALKER 

For  some  twenty  years  the  above  named 
lady  has  been  an  active  factor  in  the  educa- 
tional world,  and  has  been  a  valued  member 
of  Cleveland's  admirable  corps  of  public 
school  instructors.  Progressive  in  her  meth- 
ods, thoroughly  enthusiastic  in  her  labors,  her 
work  has  been  productive  of  the  most  meri- 
torious,  substantial   results. 

Miss  H.attie  E.  Walker  was  born  in 
Cleveland,  where  her  father,  William  Walker, 
was  superintendent  of  a  ship  building  com- 
pany, and  her  education  was  received  in  the 
public  schools  of  that  city.  She  graduated 
from  the  West  High  School,  and  then  took 
a  ^course  in  the  Normal  School,  from  which 
she  was  graduated  in  1885.  Her  professional 
career  began  in  the  Kentucky  Avenue  School 
Building.  Thence  she  went  to  the  Walton 
Building  for  three  years,  and  was  then  pro- 
moted to  the  principalship  of  the  Buhrer 
Street  School,  her  present  position,  the  duties 
of  which  she  continues  to  fill  in  a  manner 
highly  satisfactory  to  all  concerned. 


549 


M.  JAY  FLANNERY 


For  some  fifteen  years  the  life  and  name 
of  the  above  gentleman  have  been  identified 
with  the  public  school  educational  fraternity 
of  Ohio,  and  his  ability  and  scholarly  attain- 
ments are  well  known  to  his  colleagues  and 
the  community  in  wliich  he  has  so  success- 
fullv  labored. 

M.  Iay  Flannekv  was  born  in  Dayton, 
Ohio,  in  1857.  of  poor  but  reputable  parent- 
age, and  his  subsequent  endeavors  to  oljtain 
an  education  and  a  representative  position  in 
the  world  were  such  as  greatly  redound  to  his 
credit.  His  school  life  began  in  Medway, 
Clarke  County.  For  a  number  of  years  he 
was  a  pupil  in  the  district  schools  of  Greene 
County,  Ohio,  and  after  completing  the  studies 
there  he  attended  high  school  in  Fairfield. 
Ohio,  and  some  time  later  attended  the  Ohio 
State  University.  He  then  entered  Heidel- 
berg College  at  Tiffin.  Ohio,  from  which  he 
graduated  after  a  successful  course  of  studies. 

Mr.  Flannery  first  taught  in  the  district 
schools  near  Fairfield,  later  becoming  super- 
intendent at  Fairfield  for  three  years,  and 
next  serving  as  superintendent  at  Jamestown 
for   seven   years :     after   being    superintendent 


at  Jeffersonville  two  years,  he  was  elected 
superintendent  at  Sabina.  Ohio,  and  has  held 
this  responsible  position  three  years,  during 
which  time  he  has  fully  demonstrated  his 
ability,  scholarship,  and  high  personal  worth. 
He  has  always  taken  an  active  interest  in 
educational  affairs,  serving  as  president  of 
the  Greene  County  Teachers'  Association  and 
for  a  number  of  years  as  a  member  of  its 
executive  committee.  He  served  for  two 
terms  on  the  Greene  County  board  of  school 
examiners  and  is  at  present  a  member  of  the 
Clinton   County   Board. 

Mr.  Flannery  is  affiliated  with  the  Ma.sonic 
Order,  Odd  Fellows,  and  Modern  Woodmen 
of  America,  and  is  also  a  member  of  the 
Ohio  Teachers'  Reading  Circle,  the  Ohio 
Teachers'  Federation,  the  Central  Ohio  Teach- 
ers' Association,  the  Central  Ohio  Superin- 
tendents' and  Principals'  Round  Table,  the 
Central  Ohio  Schoolmasters'  Club,  and  the 
National  Educational  Association.  He  is  a 
member  of  the  Methodist  Epi.scopal  Church 
and  is  esteemed  as  a  most  useful  member  of 
the   community. 


650 


{ 


AARON    GRADY 


All  innate  love  of  study,  a  natural  aptitude 
for  teaching,  together  with  the  energy  and  per- 
severance as  necessary  concomitants,  were  the 
factors  that  evolved  a  lirst  class  instructor  in 
the  person  of  Aaron  Gradv.  much  to  the  pub- 
lic's betterment.  Though  not  a  star  in  the 
educational  universe,  his  quiet,  steady  work 
has  been  essentially  good  and  influential.  Mr. 
Grady  was  born  in  Morgantown.  Pike  county. 
Ohio,  8(lth  day  of  .August.  1848.  his  parents 
being  George  and  Mary  A.  (Carson)  Grady, 
his  father  a  carpenter  and  farmer.  He  was 
educated  in  country  schools  in  Pike,  Ross  and 
Highland  counties,  and  also  received  valuable 
tuition  from  his  esteemed  father,  at  home.  He 
then  studied  in  the  National  Normal  Univer- 
sity at  Lebanon,  Ohio,  and  was  granted  a 
diploma  in  1800.  He  has  held  a  high  school 
life  certificate  since  1880.  Mr.  Grady  first 
taught  in  Benton  township.  Pike  county.  Ohio, 
and  then  for  four  years  in  country  schools  in 
Scioto  county,  two  years  work  being  given  to 
Sciotoville.  From  the  latter  place  he  went  to 
Whcelersburg.  Ohio,  as  superintendent,  and 
held  that  position  for  eleven  years.  Next  he 
officiated  as  principal  of  the  fronton  (Ohio) 
high  school  for  a  year,  and  then  served  in   a 


similar  capacity  at  Troy,  Ohio,  for  three  years. 
I'"ollowing  this  came  a  six  and  a  half  years' 
i-cumbency  as  superintendent  at  Ludlow, 
Kentucky. 

On  January  4,  1900,  Mr.  Grady  was  elected 
superintendent  at  Nelsonville,  Ohio,  and  has 
since  held  that  position  to  the  eminent  satis- 
faction of  all  interested.  Mr.  Grady,  as  be- 
comes his  profession,  is  ever  a  thinker  and 
scholar,  ever  reaching  out  for  the  attainable 
and  making  practical  that  which  he  deems  to 
be  wisely  good.  Hence  his  success.  He  holds 
membership  in  numerous  educational  associa- 
tions, and  is  also  affiliated  with  the  Masonic 
fraternity.  On  July  3,  1877.  Mr.  Grady  was 
united  in  marriage  to  Miss  Hattie  Allard.  of 
Sciotoville,  Ohio.  Their  union  has  been 
blessed  by  three  intellectual  olifsprings  —  two 
sons  and  one  daughter  —  Carlyle's  "ideal  fam- 
ily." and  their  home  is  one  of  the  social  spots 
of   Nelsonville. 

Mr.  Grady  served  as  County  School  Ex- 
aminer in  Scioto  county,  Ohio  from  1870  to 
1885,  and  never  missed  a  single  examination. 
He  is  now  serving  his  first  term  as  County 
School  E.xaminer  in  .'\thens  county. 


551 


E.    K.    BARNES 


Superintendent  of  schools  at  Osborn,  Ohio, 
has  been  a  pnblic  educator  and  in  the  public 
eye  for  a  number  of  years. 

He  has  accomplished  much  good  along 
educational  lines  and  his  successes  have  been 
fairly  earned  and  well  deserved. 

Mr.  B.\rnes  was  born  in  Belmont  County, 
near  Pilcher,  Ohio,  in  1849.  His  father  was 
Wesley  H.  Barnes,  a  farmer.  His  early  edu- 
cation was  obtained  in  the  country  schools. 
After  teaching  a  short  time  he  entered  Mount 
Union  College  and  was  graduated  in  1879, 
with  the  degrees  of  Bachelor  of  Philosophy 
and  Bachelor  of  Commercial  Science.  Later 
he  did  post-graduate  work  at  the  National 
Normal  University  at  Lebanon,  Ohio.  Soon 
after  graduation  he  located  in  Wood  county, 
Ohio,  where  he  was   appointed  county  exam- 


iner and  during  his  term  of  office  was  super- 
intendent of  schools  at  Grand  Rapids. 

His  subsequent  positions  were  as  follows  : 
Superitendent  at  Delta,  Ohio ;  Superitendent 
at  Belpre,  Ohio ;  Prinicipal  of  Normal  Depart- 
ment in  Central  Tennessee  College  at  Nash- 
ville, Tennessee;  Superintendent  at  Lees 
Creek,  Ohio ;  also  at  New  Carlisle,  Ohio ;  and 
Bloomingburg,  Ohio.  In  19114,  Mr.  Barnes 
was  called  to  Osborn,  Ohio,  as  superintendent 
and  in  this,  his  latest  position,  is  fully  sustain- 
ing his  previous  excellent  reputation. 

He  holds  membership  in  the  Central  Ohio 
Teachers'  Assocation,  also  in  the  Masonic 
fraternity.  He  is  the  fortunate  possessor  of  a 
high   school  life  certificate. 

In  1899  he  was"  married  to  Dr.  Ruth  T. 
Crone  of  Lebanon,  Ohio,  a  lady  well  known 
socially  and  much  esteemed  for  her  personal 
attainments. 


5.V2 


J.    R.    KENNAN 


This  gentleman  has  l)een  an  active  tigure  in 
schooldom  for  about  a  third  of  a  century,  and 
his  record  is  one  which  anyone  might  look 
back  upon  \yith  pride.  Born  in  Norwalk, 
Ohio,  July  17,  1850,  son  of  Jarius  Kennan, 
an  attorney  of  prominence  in  his  time,  he 
early  attended  the  public  schools,  passed 
through  the  various  grades,  and  graduated 
from  the  Norwalk  High  School  in  1807.  He 
then  took  a  four  years'  course  in  the  Western 
Reserve  College,  graduating  in  1871  with  the 
degree  of  Bachelor  of  .Arts,  afterward  receiv- 
ing also  the  degree  of  Master  of  Arts.  In 
September.  1871,  he  began  his  career  as  public 
instructor  as  principal  of  schools  at  Bridge- 
port, Ohio.  A  year  later  he  went  to  Norwalk, 
Ohio,  as  principal  of  A  grammar  school,  and 
after  a  year's  service  was  called  to  Hudson, 
Ohio,  where  he  became  principal  of  the  pre- 
paratory  department    for    five   years.      .■\t    the 


expiration  of  that  period  he  entered  upon  the 
study  of  law,  was  admitted  to  the  Bar,  prac- 
ticed for  two  years,  and  then  retired  from  the 
law's  forum  to  return  to  the  field  of  educa- 
tion. He  acted  as  prinicpal  of  a  department 
in  a  Norwalk  school  for  a  year,  and  then  was 
elected  superintendent  of  schools  at  Medina, 
where  he  has  ably  presided  for  the  past  nine- 
teen  years. 

Mr.  Kennan  holds  a  twelve-years'  certifi- 
cate in  the  Ohio  Teachers'  Reading  Circle, 
and  is  also  a  member  of  the  Northeastern 
Ohio  Teachers'  .Association,  the  Ohio  State 
Teachers'  Association,  the  Medina  County 
Teachers'  Association,  and  the  Congregational 
Church.  In  1882  he  was  married  to  Miss 
Cora  E.  Pickard,  and  their  family  consists  of 
one  son  and  a  daughter  —  Ruth  and  Edward 
Kennan. 


353 


REED   P.   CLARK 


A  prominent  educator  of  Ohio,  was  born  in 
Ashtabula  county,  this  State,  August  9,  1853, 
son  of  William  Gibson  Clark,  farmer,  and  was 
educated  in  the  district  and  high  schools  of 
that  county.  This  preliminary  tuition  was 
followed  by  a  course  in  the  Grand  River 
Institute,  from  which  he  graduated  with  the 
degree  of  Bachelor  of  Science,  and  four  years' 
post-graduate  work  at  Mount  Hope  College, 
which  conferred  upon  him  the  degree  of  Bach- 
elor of  Arts.  He  holds  teacher's  life  certifi- 
cates from  both  the  common  and  high  schools, 
has  done  much  valuable  institute  work  in 
various  parts  of  the  State,  and  has  served  as 
county  examiner  in  Ashtabula  county  for  two 
terms. 

Mr.  Clark,  first  taught  in  district  schools 
for  eleven  terms,  receiving  but  little  recom- 
pense and  following  the  old  custom  of  "board- 


ing around"  in  the  different  homes  of  his  pu- 
pils'  parents. 

In  188(1  he  began  public  school  work  at 
Orwell,  Ohio,  and  after  four  years'  service 
went  to  Geneva,  Ohio,  four  years  as  superin- 
tendent of  the  graded  schools.  Thence  he  re- 
moved to  Cortland,  Ohio,  served  for  seven 
years  there  as  superintendent,  and  then  fol- 
lowed seven  years  more  in  the  same  canacity 
at  Andover,  Ohio.  In  1!((>2,  he  was  called  to 
-Ashtabula,  Ohio,  as  superintendent,  and  is  still 
the  efficient  holder  of  this  position. 

Mr.  Clark  is  an  ex-member  of  the  Ohio 
Teachers'  Reading  Circle,  and  now  holds  mem- 
bership in  the  Northeastern  Ohio  Teachers' 
Association,  the  Ohio  State  Teachers'  Associ- 
ation and  the  National  Educational  Associa- 
tion, also  the  Masonic  body.  Knights  of  Pyth- 
ias and  Odd  Fellows.  In  1874  he  was  married 
to  Miss  Mary  A.  McClelland,  and  both  are 
.'ittendants  of  the  Methodist  Kpiscopal  Church. 


554 


J.    D.   SIMKINS 


This  gentleman  has  heen  actively  identitied 
with  educational  affairs  for  almost  a  quarter 
century,  and  is  one  of  the  most  competent  and 
experienced   of  public  instructors. 

Jlr.  Simkins  is  a  native  of  the  Buckeye 
State,  having  been  born  near  Fallsburg,  Lick- 
ing county,  Ohio.  March  2it,  I806,  his  parents 
being  Benoni  and  Mary  Ellen  Simkins,  the 
former  the  "village  blacksmith"  and  a  pros- 
perous farmer.  As  a  lad  he  attended  the 
country  school  of  his  home,  later  being  sent  to 
IMartinsburg  Academy,  after  which  a  course 
was  taken  in  the  National  Normal  University 
at  Lebanon,  Ohio.  From  that  institution  Mr. 
Simkins  went  to  Iowa  City.  Iowa,  where  he 
entered  the  Iowa  State  LTniversity.  and  grad- 
uated with  full  honors  from  that  well  known 
"hall   of   learning"    with    the   degree   of   Bach- 


elor of  Laws.  From  the  Ohio  University  at 
Athens,  Ohio,  he  was  awarded  the  degree  of 
Master  of  Arts.  Mr.  Simkins  began  his  pro- 
fessional career  as  a  teacher  in  1882,  taking 
charge  of  a  country  school,  from  whence  he 
went  in  1884,  to  a  school  at  Newcastle,  Ohio, 
and  in  188il.  his  scene  of  labors  was  changed 
to  Centerburg.  Ohio.  Five  years  later  pro- 
moted to  the  superintendency  at  St.  Mary's, 
Ohio,  in  which  capacity  he  officiated  for  fif- 
teen years,  when  in  1904  he  was  elected  to  the 
superintendency  of  schools  at  Newark,  Ohio. 
Mr.  Simkins  was  a  candidate  for  School 
Commissioner  on  the  Democratic  ticket  in 
IIHIO,  but  failed  of  election  with  the  rest  of 
the  ticket.  He  is  a  member  of  the  Masonic 
Order,  and  of  the   M.  E.   Church. 


555 


R.   H.    KINNISON 


For  more  than  thirty  years  the  above- 
named  gentleman  has  been  an  active  factor 
in  Ohio's  educational  world  and  he  is  recog- 
nized as  an  instructor  and  superintendent  of 
much  merit  and  ability.  He  is  of  progressive 
ideas  and  keeps  fully  abreast  of  all  advances 
made  in  his  profession. 

Mr.  Kinnison  was  born  in  Middleton, 
Jackson  county,  Ohio,  in  February,  1840,  his 
father  being  C.  S.  Kinnison,  who  was  also  a 
teacher  as  well  as  a  farmer.  He  received  an 
excellent  home  training,  attended  the  public 
schools,  then  the  Jackson  High  School  and  the 
Ewington  Academy,  and  then  took  a  classical 
course  at  the  Ohio  University,  Athens,  Ohio, 
graduating  from  that  excellent  institution  in 
June,  1873,  with  the  degree  of  A.  B.,  and  re- 
ceived the  degree  of  A.  M.,  three  years  later. 
As  a  means  of  paying  for  his  college  educa- 
tion he  taught  fourteen  terms  in  country 
and    village   schools.     His   first    experience   as 


a  teacher  in  the  graded  schools  began  in  Sep- 
tember of  1873,  when  he  took  charge  of  the 
schools  at  Willoughby,  Ohio,  for  two  years  as 
superintendent.  He  next  spent  a  year  at  Ge- 
neva, Ohio,  as  principal  of  the  Normal  School, 
and  for  the  succeeding  two  years  as  prin- 
cipal of  the  High  School  at  Norwalk,  Ohio. 
In  1879  he  went  to  Wellington,  Ohio,  as  su- 
perintendent, and  has  continued  in  that 
capacity  np  to  the  present  time,  his  ser- 
vices ever  giving  the  utmost  satisfaction 
and  being  productive  of  the  best  results. 
Mr.  Kinnison  holds  membership  in  the  O. 
T.  R.  C,  the  O.  S.  T.  Association,  the  Beta 
Theta  Phi  fraternity,  the  Methodist  Church, 
the  Masonic  body  and  the  Royal  Arcanum. 
In  1875  he  was  married  to  Miss  Eliza 
Woodworth  and  they  have  a  family  of  two 
sons  and  a  daughter.  Mr.  KinnLson  has  a 
brother,  J.  E.  Kinnison,  who  is  superintendent 
of  the  schools  at  Jackson,  Ohio. 


556 


HORACE   A.   STOKES 


Mr.  Horace  A.  Stokes,  superintendent  of 
the  schools  at  Delaware,  is  a  typical  Ohioan, 
and  one  of  the  most  accomplished  educators 
in  the  Buckeye  State,  where  he  is  well  and 
most  favorably  known  among  his  colleagues 
and  the  public  at  large.  Mr.  Stokes  was  born 
in  Lebanon,  Ohio,  June  25,  1863,  and  was 
raised  on  the  old  homestead  of  his  father, 
Alfred  E.  Stokes,  a  successful  highly  esteemed 
farmer.  For  a  number  of  years  he  was  an 
attendant  of  the  Lebanon  schools,  afterward 
removing  to  Dayton,  Ohio,  and  attending  the 
schools  in  that  city,  graduating  from  the  Day- 
ton High  School  in  188L  This  was  followed 
by  a  course  in  the  Ohio  Wesleyan  University, 
at  Delaware,  from  which  institution  he  suc- 
cessfully graduated  in  1887.  In  1896  he  was 
honored  by  having  conferred  upon  him  the 
degree  of  Master  of  Arts  from  the  Dennison 
University  at  Granville,  Ohio.  As  an  auxil- 
iary to  his  studies  Mr.  Stokes  engaged  as  a 
learner    in    the    printing   trade    from    1881    to 


1884.  In  1887  he  began  his  professional  career 
as  a  teacher,  being  appointed  superintendent 
of  the  O.  S.  and  S.  O.  Home  at  Xenia,  Ohio, 
where  he  was  in  control  for  three  years, 
when  he  assumed  the  superintendency  of  the 
school  in  Granville,  Ohio,  continuing  there 
seven  years,  when  he  accepted  the  position  of 
superintendent  of  schools  at  Delaware,  which 
he  still  continues  to  hold,  filling  its  duties  in 
the  most  capable  manner  for  the  past  eight 
years. 

Mr.  Stokes  is  prominent  in  educational 
association  work,  being  treasurer  of  the  Ohio 
State  Teachers'  Association,  ex-president  of 
the  Central  Ohio  Teachers'  Association,  an 
active  member  of  the  National  Educational 
Association  since  1895,  member  of  the  Ohio 
Teachers'  Reading  Circle,  and  the  Williams 
Street  Methodist  Episcopal  Church,  and  in 
Iiim  the  Ohio  school  system  has  a  popular 
and   competent   representative. 


557 


RICHARD   J.    KIEFER 


This  gentleman  is  eminently  well  fitted 
both  by  education  and  experience  for  the  posi- 
tion which  he  now  fills  so  efficiently  and 
creditably.  His  training  has  been  most  com- 
plete and  his  executive  knowledge  of  educa- 
tional affairs  far  above  the  average,  enabling 
him  to  achieve  the  most  satisfactory,  bene- 
ficial results.  Mr.  Kiefer  was  born  in  Lykens, 
Ohio,  April  19,  1871,  and  has  been  identified 
with  school  matters  from  his  early  youth. 
His  first  attendance  as  a  scholar  was  at  the 
country  schools  of  his  native  place,  which 
he  attended  for  years,  after  which  he  took  a 
course  at  Ada  Normal  School,  .^da,  Ohio, 
graduating  therefrom  in  1895,  and  afterwards 
pursued  a  course  at  Heidelberg  College, 
Tiffin,  from  which  institution  he  received  the 
degree  of  Bachelor  of  Arts,  and  graduated 
in  1902.  He  first  began  his  experience  at  the 
early  age  of  sixteen,  in  the  capacity  of  teacher, 
his  fir.st  charge  being  a  county  school  near  his 


birthplace.  Thence  he  was  promoted  to  the 
principalship  of  the  school  at  Attica^  Ohio, 
for  one  year,  resigning  at  the  expiration  of 
that  term  to  become  principal  of  the  high 
school  at  Clyde  for  two  years,  when  he  re- 
turned to  Attica,  and  held  the  position  of 
school  superintendent  there  for  eight  years. 
In  1903  he  was  further  promoted  by  being 
appointed  superintendent  of  the  school  at 
Upper  Sandusky,  and  this  responsible  office  is 
still  being  filled  by  him  in  the  most  capable 
manner. 

Mr.  Kiefer  is  an  active  member  of  the 
Ohio  Teachers'  Reading  Circle,  the  Ohio 
State  Teachers'  Association,  the  National 
Educational  Association,  and  the  Presbyterian 
Church,  together  with  the  Masonic  Order  and 
Knights  of  Pythias.  In  1895  he  was  married 
to  Miss  Ida  Luella  Sanford,  and  they  have 
an  interesting  family  of  three  sons  and  a 
daughter. 


558 


JOHN    IMBODEN    HUDSON 


John  Imboden  Hudson  is  a  native  of  the 
"Old  Dominion,"  having  heen  born  in  Staun- 
ton, Virginia,  April  17,  1803.  His  father, 
Georfc  H.  Hudson,  now  deceased,  was  prom- 
inent in  official  life,  enjoying  the  fullest  con- 
fidence of  the  people,  as  was  shown  in  the 
fact  that  for  twenty-four  years  he  held  the 
position  of  Auditor  of  Public  Accounts  at 
Staunton. 

Our  subject  attended  the  granunar  and 
high  schools  of  his  home,  graduating  from 
the  Staunton  High  School  in  1880.  He  then 
entered  the  Virginia  Military  Institute  and 
after  studying  there  for  four  years,  success- 
fully graduated  in  July,  188o,  third  in  his 
class,  as  Senior  Officer  of  the  Corps  of  Ca- 
dets, and  with  the  degree  of  Civil  Engineer. 
(The  Virginia  Military  Institute  has  since 
conferred  upon  him  the  degree  of  Bachelor 
of  Science K  Next,  Mr.  Hudson  took  a  spe- 
cial course  in  Chemistry  and  Engineering  in 
the  University  of  Virginia,  and  on  complet- 
ing his  work  at  that  institution,  he  went  into 
the  field  as  a  civil  engineer.  In  this  capacity 
he  subsequently  held  some  very  responsible 
positions,  liecoming  resident  engineer  for  two 
years  on  the  Chesapeake  and  Ohio  Railroad ; 
resident  engineer  on  the  Ohio  and  North- 
western Railroad  for  one  year;  division  engi- 
neer on  the  Roanoke  and  Southern  Railroad 
for  about  two  years,  al.so  Chief  Engineer  of 
the    Mt.    Sterling,    Ky.    Waterworks    System. 


For  the  succeeding  three  years  he  tatight  civil 
engineering,  the  sciences,  and  military  tactics 
at  the  Ohio  Military  Institute  and  Belmont 
College,  College  Hill.  Ohio,  and  for  the  next 
three  years  was  engaged  at  the  Kentucky 
Training  School.  In  1896  Mr.  Hudson  re- 
ceived a  call  to  Portsmouth,  Ohio,  having 
been  elected  principal  of  the  high  school  there. 
So  successful  was  he  in  this  new  office  that 
on  April  10,  1901.  he  was  elected  and  pro- 
moted to  the  superintendentship,  which  he  con- 
tinues to  hold.  So  strong  a  grasp  has  he  on 
the  public  favor  that  he  is  yearly  maintained 
in  his  position  by  a  unanimous  vote  of  the 
Board.  While  princioal  of  the  high  school, 
Mr.  Hudson  was  appointed  City  Civil  Engi- 
neer, and  served  in  tnat  capacity  eight  months. 
He  was  also  a  member  of  the  Flood  Defense 
Commission  and  one  of  its  consulting  engi- 
neers. 

Mr.  Hudson  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Ohio  State  and 
Tri-State  Teachers'  Associations,  the  Royal 
-Arcanum  and  American  Insurance  Union,  the 
Ohio  Society  of  Surveyors  and  Civil  Engi- 
neers, of  which  society  he  was  the  chairman 
of  the  Committee  on  Civil  Engineering  for 
1904.  On  September  3,  1891,  he  was  married 
to  Miss  Lizzie  Howard  Doty,  and  they  have 
a  family  composed  of  four  bright  boys  and 
a  daughter. 


559 


A.    D.    BEECHY 


A.  D.  Beechv  was  born  in  Berlin.  Holmes 
county,  Ohio.  April  11,  1852,  son  of  David 
Beechy,  farmer,  still  living.  His  early  youth 
and  young  manhood  were  spent  on  the  old 
farmstead  and  in  attending  the  common 
schools,  which  were  in  session  from  three  to 
four  months  each  year,  never  more.  With  the 
exception  of  the  time  he  attended  these 
schools  as  a  pupil  and  the  two  winters  that 
he  taught,  he  worked  on  his  father's  farm 
until  he  was  twenty-one  years  of  age. 

The  following  summer  he  became  a  pupil 
in  the  Hayesville  Academy.  From  thence  he 
went  to  Mount  Union  College,  Alliance,  Ohio, 
and  after  a  successful  course  of  studies,  grad- 
uated with  higli  honors,  in  1880,  with  the  de- 
gree of  Bachelor  of  Arts.  Two  years  later  the 
same  College  conferred  upon  him  the  degree 
of  Master  of  Arts.  While  prosecuting  his 
studies  he  also  taught  school  a  great  part  of 
the  time,  in  order  to  defray  his  expenses.  A 
few  years  after  receiving  his  A.  M.  from  his 
Alma  Mater  he  took  up  the  work  of  a  regular 
three  years'  Post-Graduate  course  in  Political 
and  Social  Science  in  the  University  of 
Wooster.  This  work  he  did  by  himself  while 
attending  to  the  regular  duties  of  his  pro- 
fession, utilizing  for  this  purpose  his  evenings, 
or  so  much  of  them  as  could  be  spared  from 


his  regular  work,  his  Saturdays  and  vacations. 
This  course  having  been  completed  and  the 
examinations  successfully  passed,  the  degree 
of  Ph.  D.  was  conferred  on  him  by  the  Uni- 
versity in  180-1. 

Prof.  Beechy  began  teaching  in  country 
schools  in  1870.  On  leaving  college  he  was 
appointed  principal  at  Berlin,  Ohio,  and  after 
a  year's  service  there,  went  to  Louisville.  Ohio, 
as  superintendent  for  four  years,  and  then  to 
Elmore.  Ohio,  as  superintendent  for  four  more 
years.  Sixteen  years  ago  he  went  to  Norwalk 
as  principal  of  the  High  School,  his  services 
proving  so  efficient  that,  two  years  later  he 
was  promoted  superintendent  and  still  con- 
tinues to  ably  perform  the  duties  of  this  posi- 
tion. He  holds  a  high  school  life  certificate, 
dated  1880,  is  an  active  member  of  the  Na- 
tional Educational  Associaition,  also  holding 
membership  in  the  Northwestern  Ohio  Teach- 
ers' Association,  the  Northeastern  Ohio  Teach- 
ers' .Association,  the  Ohio  State  Teacliers'  As- 
sociation, and  he  is  affiliated  with  the  Masonic 
body  and  Odd  Fellows'  fraternity. 

In  1882  Professor  Beechy  was  united  to 
Miss  Theresa  Burman.  and  they  have  an  en- 
gaging daughter,  Ada,  who  is  now  Mrs.  H.  M. 
Wells  of  Canton,  Ohio. 


560 


CHARLES    L.   BOYER 


In  Chas  L.  Boyer  the  schools  of  Circle- 
ville,  Ohio,  possess  a  superintendent  of  pro- 
found scholarly  attainments,  of  extended, 
valuable  experience,  and  of  executive  ability 
of  the  highest  character.  Under  his  super- 
vision the  schools  of  that  city  have  attained 
a  status  of  the  most  creditable  character, 
greatly   redounding  to  the  city's   honor. 

Mr.  Boyer  was  born  in  Fairfield  county, 
Ohio,  January  10,  1864,  his  father  being  David 
Boyer,  a  successful  farmer.  His  earlier  edu- 
cation was  received  in  the  district  schools  of 
his  native  county,  and  afterwards  he  attended 
a  select  normal  school,  following  up  his  studies 
by  a  course  in  the  Capital  University,  at  Co- 
lumbus, Ohio,  from  which  he  graduated  with 
honors  in  1891 ;  but  for  six  years  prior  to 
this  he  had  taught  school  in  one  country  and 
one  village  district.     For  two  years  Mr.  Boyer 


was  schoolmaster  at  Lithopolis,  Ohio,  and  for 
the  succeeding  four  years  he  taught  in  the 
Lutheran  College  at  Lima.  He  next  was  ap- 
pointed superintendent  at  Logan,  Ohio,  for 
two  years,  at  the  expiration  of  that  period 
becoming  superintendent  at  Circleville,  and' 
for  the  past  six  years  he  has  ably  performed 
the  duties  of  this   incumbency. 

In  188!)  Mr.  Boyer  was  married  to  Miss 
Clara  Shade,  and  they  have  had  four  boys 
and  three  girls,  of  whom  three  boys  died  in 
infancy. 

Mr.  Boyer  is  an  esteemed  member  of  the 
Lutheran  Church,  the  Ohio  Teachers'  Read- 
ing Circle,  the  Central  Ohio  Teachers'  As- 
sociation, and  the  Central  Ohio  Schoolmasters'^ 
Club,  and  he  has  performed  much  valuable 
work  in  the  cause  of  education. 


561 


SAMUEL    HENDERSON    MAHARRY 


Ohio's  educational  army  has  a  widely 
known,  highly  regarded,  and  most  proficient 
member  in  the  above  named  gentleman,  who  is 
a  scholar  of  admirable  attainments  and  a  most 
capable  public  instructor. 

Samuel  Henderson  Maharry  was  born  in 
Guernsey  county,  Ohio,  July  17,  1853,  and  was 
reared  on  the  farm  of  his  parents,  John  and 
Elizabeth  (Bratton)  Maharry,  the  latter  also 
a  native  of  Guernsey  county,  while  the  former 
was  born  in  Washington  county,  Pennsylvania, 
but  was  long  a  resident  of  the  Buckeye  State. 
The  family  was  a  large  one,  comprising  four 
sons  and  six  daughters,  and  of  these  three  of 
either  sex  are  living.  Our  subject's  two 
brothers  are  engaged  in  farming  —  one  in 
North  Powder,  Oregon,  the  other  in  Colorado 
Springs,   Colorado. 

In  the  rural  schools  of  Guernsey  county, 
our  subject  passed  the  first  years  of  his  edu- 
cational training,  and  in  1873,  he  began  teach- 
ing school  in  that  county,  near  Winchester, 
Ohio,  continuing  in  that  position  up  to  1880, 
and  then  moved  to  Cambridge,  Ohio.     For  a 


short  time  he  taught  in  a  school  near  Cam- 
bridge,  Ohio. 

He  entered  Muskingum  College,  New  Con- 
cord, Ohio,  in  the  fall  of  1881,  and  completing 
the  classical  course,  graduated  in  1887  and  re- 
ceived the  degree  of  Master  of  Arts  in  1890. 
After  which  he  was  appointed  superintendent 
of  the  schools  of  Garner,  Iowa. 

He  then  took  charge  of  the  schools  at 
Washington,  Ohio,  subsequent  to  which  he 
was  superintendent  of  the  schools  at  Center- 
berg,  Ohio,  and  in  18i<6  Mr.  Maharry  resigned 
this  position  and  acepted  the  appointment  of 
superintendency  of  'schools  at  Millersburg, 
Ohio,  and  in  March  this  year  was  elected  to 
the  superintendency  at  Shelby,  Ohio,  where  he 
entered  upon  his  duties  March  15th,  where  he 
receives  a  handsome  increase  of  salary. 

Mr.  Maharry  is  a  member  of  the  United 
Presbyterian  Church,  president  of  the  Mus- 
kingum College  Alumni,  and  a  member  of  the 
Board  of  Trustees  of  the  same.  He  is  also  a 
member  of  the  Ohio  State  Teachers'  Associa- 
tion and  the  National  Educational  Associa- 
tion. 


562 


ALCID    C.    BURRELL 


For  the  past  quarter  century  the  above- 
named  gentleman  has  been  actively  engaged  in 
educational  affairs,  and  has  held  many  im- 
portartt  positions  as  teacher  and  superin- 
tendent. His  scholarly  attainments  are  well 
known,  and  as  an  educator  his  ability  is  indis- 
putable, while  his  methods  are  of  the  most 
commendable  character. 

Alcid  C.  Burrell  was  born  March  •_'■.',  18.5S1, 
in  Tuscarawas  county.  Ohio,  where  his  father, 
Richard  Burrell,  was  a  prosperous  farmer, 
After  attending  the  country  schools  of  his 
home  he  studied  at  the  Lebanon  Normal 
School,  preparatory  for  teaching,  later  enter- 
ing Mount  Union  College  at  Alliance.  Ohio, 
from  which  he  graduated  in  188.5,  with  the 
degree  of  Bachelor  of  Arts,  afterward  re- 
ceiving the  degree  of  Master  of  Arts  from 
the  same  institution.  He  holds  a  life  high 
school  certificate  from  State  Board  of  Ohio, 
and  he  also  took  courses  at  the  Western  Re- 
serve University  and  the  Chicago  University, 
thus  rounding  out  a  most  thorough,  liberal 
education. 

Mr.  Burrell  began  teaching  in  1878,  in 
country     schools,     and     after     completing    his 


college  work  in  1885,  he  was  made  superin- 
tendent at  Wilmot,  Ohio,  for  three  years. 
He  next  served  two  years  as  superintendent 
at  Carson  City,  Michigan,  and  then  one  year 
at  Painesville,  Ohio,  as  principal  of  the  high 
school.  From  thence,  going  to  Indianapolis, 
Indiana,  he  was  appointed  teacher  of  Physics, 
in  the  North  High  School  in  that  city,  remain- 
ing there  for  six  years.  Returning  to  Ohio 
he  was  elected  superintendent  at  Monroeville, 
and  has  filled  this  position  for  the  past  seven 
years  to  the  complete  satisfaction  of  all  in- 
terested. He  is  on  the  county  board  of  ex- 
aminers of  Huron  county  and  has  the  super- 
vision of  the  schools  of  Ridgefield  township 
with  his  other  work. 

Mr.  Burrell  holds  membership  in  the  Ohio 
Teachers'  Reading  Circle,  the  Northwestern 
Ohio  Teachers*  Association,  the  Ohio  State 
Teachers'  Association  and  the  National  Edu- 
cational .Association.  In  1888  he  was  mar- 
ried to  Miss  Harriet  Webb,  whose  decease  oc- 
curred three  years  later.  In  ISil.S  he  was  united 
to  ^liss  Grace  J.  Webb,  and  they  have  a 
family  of  three  engaging  daughters. 


563 


NORMAN    EDWARD    HUTCHINSON 


Superintendent  of  schools  at  Kenton,  Ohio, 
has  been  a  public  educator  for  some  thirty 
years,  and  his  merits  and  sound  executive 
ability   are  widely   recognized. 

Norman  Edward  Hutchinson  was  born 
August  10,  18-54,  at  Jasper.  New  York,  son  of 
Osgood  Hutchinson,  carpenter  by  vocation,  but 
has  lived  in  Ohio  almost  his  entire  life.  He 
first  attended  school  in  the  village  at  Worth- 
ington.  Ohio,  then  studied  in  the  public  schools 
of  Columbus,  Ohio,  and  finally  took  a  course 
in  the  Central  Normal  at  Worthington.  gradu- 
ating in  1875  with  the  degree  of  Bachelor  of 
Arts.  Later  in  the  same  year  he  began  teach- 
ing school  near  Worthington,  then  taught  at 
Mechanicsburg,  Ohio,  and  thence  went  to 
West  Jefferson,  Ohio,  for  three  years  as  su- 
perintendent. From  the  latter  town  Mr.  Hut- 
chinson was  called  to  Toledo,  Ohio,  where  he 
remained    for    thirteen    years  —  five    years    as 


Ward  principal,  two  years  as  principal  of 
Webster  Grammar  'School,  and  six  years  as 
assistant  superintendent.  Thence  he  went  to 
Bryan,  Ohio,  for  nine  years  as  superintendent 
then  to  Napoleon,  Ohio,  as  superintendent  for 
one  year  and  four  months,  and  on  January  1, 
l!)il.5,  he  was  elected  superintendent  of  schools 
at  Kenton,  a  position  he  is  filling  with  excel- 
lent results. 

Mr.  Hutchinson  has  been  a  member  of  the 
Ohio  Teachers'  Reading  Circle  for  the  past 
twenty  years.  He  also  holds  membership  in 
the  Northwestern  Ohio  Teachers'  .Association, 
the  Ohio  State  Teachers'  Association,  the  Na- 
tional Educational  .Association,  the  Masonic 
fraternity  and  Knights  of  Pythias.  In  1888 
he  was  married  to  Miss  Opelia  Head,  and  they 
have  a  daughter.  Miss  Florence  Hutchinson, 
now   a  student   at  the   Ohio    State   University. 


564 


GEORGE    J.    GRAHAM 


Mr.  Graham  was  born  near  Plymouth, 
Washington  County,  Ohio,  November  7,  1847, 
on  the  farm  of  his  parents.  Wilson  and  Sarah 
Graham,  and  was  one  of  a  family  of  three 
boys  and  two  girls,  of  whom  one  brother  and 
one  sister  are  now  deceased.  Starting  to  the 
country  .'■chool  at  the  early  age  of  four  year.s, 
he  still  retains  very  vivid  recollections  of  the 
old  log  schoolhouse  with  its  large,  open  fire- 
pface,  and  primitive  desks  and  slab  benches, 
the  latter  of  which  were  sometimes  appro- 
priated for  the  nurpose  of  coasting  down  the 
hill,  on  the  side  of  which,  in  the  edge  of  the 
timber,  the  schoolhouse  was  .standing.  He  con- 
tinued his  .studies  in  this  and  an  adjoining 
district  up  to  18G().  in  the  meantime,  having 
attended  also,  Bartlett  Academy  at  Plymouth, 
Ohio.  At  the  age  of  sixteen,  he  obtained  a 
teachers'     certificate     from     the     Washington 


County  board  of  school  examiners  at  Marietta, 
Ohio,  the  list  of  questions  being  still  retained. 
This  examination,  however,  was  taken  as  a 
test,  without  any  intention  of  teaching. 
Three  years  later,  in  the  fall  of  1866,  he  be- 
gan his  work  as  a  teacher,  in  his  home  school, 
teaching  two  successive  winter  terms  of  three 
months  each  at  $28J  and  $;^5  per  month,  re- 
spectively. In  the  fall  of  1868,  he  went  to 
Sangamon  County,  near  Springfield,  Illinois, 
where  he  taught  four  fall  and  winter  terms, 
receiving  $60  per  month  for  his  first  year's 
work  and  $70  per  month  thereafter.  During 
this  period  his  .summers  were  spent  at  home 
on  the  farm.  Discontinuing  his  work  in 
Illinois,  on  account  of  his  father's  health,  he 
taught  three  more  terms  in  his  native  county, 
two   of   which   were   in    Plymouth. 


565 


GEORGE    F.   BRAUN 


Principal  of  the  Webster  School,  Cincinnati, 
has  been  actively  engaged  in  educational  work 
for  upward  of  thirty  years,  all  of  the  time  in 
Cincinnati.  He  was  born  in  that  city  in  1853, 
son  of  George  and  Anna  M.  Braun,  both 
natives  of  Germany,  but  long-time  residents 
of  the  United  States,  the  former  having  come 
here  in  1851,  the  latter  in  1850.  His  educa- 
tion was  secured  in  the  public  schools  of 
Cincinnati,  and  in  1872  he  was  graduated  from 
the  Woodward  High  School.  Soon  afterward 
he  began  teaching  in  the  twenty-third  District 
School,  later  in  the  Twenty-second  District 
School,  and  for  the  past  thirteen  years  has 
been  principal  of  the  Webster  School.  He  is 
well  known  for  his  advanced,  progressive 
methods,   and    his    school    is   ever   maintained 


at  the  highest  standard  of  excellence.  Mk. 
Braun  holds  a  diploma  as  Doctor  of  Medi- 
cine, having  gradviated  from  the  Cincinnati 
College  of  Medicine  and  Surgery  in  1891. 
He  is  a  member  of  the  Ohio  Teachers'  Read- 
ing Circle,  the  Southwestern  Ohio  Teachers' 
Association,  all  local  educational  associations, 
and  the  German  Reformed  Church.  In  1882 
he  was  married  to  Miss  Emma  M.  Wright, 
and  they  have  two  daughters  to  enliven  their 
pleasant  home.  Mrs.  Braun  was  a  graduate 
of  the  Woodward  high  school,  also  of  the 
Cincinnati  Normal  School.  She  taught  for 
ten  years  in  the  Twenty-second  District 
School,  and  is  a  lady  of  much  culture  and 
refinement. 


366 


LOUIS    ROTHENBERG 


Amung  the  many  excellent  schools  of  Cin- 
cinnati that  of  the  Fifteenth  District  has  long 
been  one  especially  noted  for  the  efficiency  of 
its  management,  and  the  executive  ability  dis- 
played by  its  principal,  Mr.  Louis  Rothen- 
BERG.  This  gentleman  has  had  a  trans-contin- 
ental experience  as  an  educator,  having  taught 
on  both  sides  of  the  Atlantic.  He  was  born 
in  Hanover,  Germany,  in  1845,  son  of  Samuel 
Rothenberg,  a  merchant  of  that  historic  city, 
and  received  his  early  education  in  the  gym- 
nasiums of  Hanover.  Later,  he  entered  a 
seminary  there,  and  after  graduating,  in  1800, 
became  a  private  tutor.  In  18ri!1  he  left  the 
Old  World  for  the  New,  and  on  arriving  here 


went  direct  to  Cincinnati,  Ohio,  which  has 
ever  since  had  the  benefit  of  his  services.  He 
first  taught  in  the  Twenty-first  District 
School,  then  at  Price  Hill,  and  for  the  past 
twenty  years  has  been  principal  of  the  Fif- 
teenth District  School,  which  he  has  devel- 
oped into  an  excellent  degree  of  efficiency. 
Mr.  Rothenberg  is  a  member  of  numerous 
educational  organizations,  and  is  recognized 
as  an  authority  in  all  pedagogical  affairs.  In 
July.  1871,  he  was  married  to  Miss  Seda  Bam- 
berger, and  they  have  had  five  children  — 
three  sons  and  two  daughters.  One  of  the 
sons  is  now  a  successful  practicing  physician. 


Ot)( 


JAMES    P.   CUMMINS 


Principal  of  the  '2'^d  District  School,  Cincinnati, 
has  an  extensive  circle  of  friends  in  educa- 
tional lines,  and  is  well  known  as  an  instructor 
of  ability  and  advanced  methods.  He  was  born 
in  184II,  in  Westchester,  Butler  county,  Ohio, 
where  his  father.  Dr.  James  P.  Cummins,  was 
a  leading  physician.  His  early  education  was 
obtained  in  the  village  schools,  and  later  he 
took  a  course  in  the  National  Normal  Univer- 
sity at  Lebanon,  Ohio,  graduating  in  1871.  Mr. 
Cummins  first  taught  in  the  country  schools 
of  Warren  county,  Ohio,  and  next  took  charge 
of  the  school  at  Riverside,  near  Cincinnati. 
Eight  years  ago,  after  having  taught  at  Clif- 
ton, on  leaving  Riverside,  Mr.  Cummins  went 
to  Cincinnati,  and  has  since  officiated  there  as 
principal  of  the  22d  District  School,  which  he 


has  brought  to  a  high  state  of  excellence  and 
efficiency. 

Mr.  Cummins  is  president  of  the  Teachers' 
Historical  Society,  and  a  member  of  the  Ohio 
State  Teachers'  Association,  the  National  Edu- 
cational Association,  the  Southwestern  Teach- 
ers' Association,  the  County  Teachers'  As- 
ciation  and  the  Principals'  Association.  In 
188(i  he  was  married  to  Miss  Mary  Albach, 
of  Cincinnati,  and  they  have  two  bright  chil- 
dren, a  son  and  daughter.  Mr.  Cummins' 
father.  Dr.  Cummins,  served  for  over  three 
years  in  the  Civil  War,  as  captain  of  Company 
I,  83d  Regiment,  Ohio  Volunteer  Infantry,  and 
this  fact  entitles  our  subject  to  membership 
in  the  Loyal  Legion,  he  having  been  the  eldest 
son. 


568 


JOH'Ki     H.    CARSON 


Principal  of  the  Warsaw  school  in  Cincinnati, 
has  been  a  teacher  in  the  public  schools  of 
Ohio  for  nearly  a  third  of  a  century,  and  has 
made  his  impression  as  an  educator  fully  felt. 
Modern  in  his  methods,  progressive  in  ideas 
and  strong  in  the  application  of  his  principles, 
yet  modest  in  his  pretensions,  Mr.  Carson  has 
won  and  earned  deserved  success  in  his  chosen 
profession.  He  was  born  in  the  town  of  Har- 
risburg,  Montgomery  county,  Ohio,  August 
11.  1848,  son  of  James  N.  and  Elizabeth  Car- 
son, his  father  having  been  a  prominent 
merchant  tailor  of  that  place.  In  I80II  his 
father  died,  and  the  widowed  mother  removed 
lier  family  to  the  village  of  Fairlield,  Greene 
county,  Ohio,  where  Mr.  Carson  received  his 
€arly  education  and  training  in  the  village 
schools  of  that  place.  In  18t)8  he  entered 
Heidelberg  College  (now  Heidelberg  Univer- 
sity) at  Tiffin,  Ohio,  for  a  five  years'  course 
in  the  classical  department,  and  was  graduated 
therefrom  with  the  degree  of  Bachelor  of  Arts. 
Mr.  Carson  began  teaching  in  a  country 
school  in  the  neighborhood  of  Fairfield  where 
he  was  raised  and  where  he  had  attended 
school  as  a  pupil.  He  next  had  charge  as 
principal  of  the  village  school  at  Midway, 
Clarke  county,  Ohio,  for  one  year.  The  fol- 
lowing year  he  was  married  to  Miss  Regina 
Cost  of  Fairfield,  Ohio,  and  moved  to  Hunt- 
ington, Indiana,  where  he  served  as  principal 


of  the  high  school  for  one  year,  when  he 
resigned  and  removed  to  Delhi,  Hamilton 
county,  Ohio,  where  he  taught  the  village 
school  with  much  credit  for  a  period  of  nine 
years.  He  resigned  this  posftion  in  1883  to 
enter  the  settlement  department  of  the  county 
auditor's  office  of  Hamilton  county.  Three 
years  were  spent  in  this  service,  when  in  the 
fall  of  1886,  Mr.  Carson  was  elected  principal 
of  the  Warsaw  school  in  which  capacity  he 
still  continues  to  serve.  During  this  period  he 
has  had  the  pleasure  of  peeing  the  school  grow 
from  an  enrollment  of  (iO  pupils  in  1880  to  an 
enrollment  of  2'iO  pupils  in  100.5,  an  increase 
of  nearly  4oO  per  cent  in  that  time. 

Mr.  Carson  is  a  member  of  the  Ohio 
Teachers  Reading  Circle,  the  Schoolmasters' 
Club  of  Cincinnati,  the  Cincinnati  School  Prin- 
cipals' Association,  the  Teachers'  Club,  and  all 
local    organizations. 

As  .stated  above,  Mr.  Carson  was  married 
in  1888  to  INIiss  Regina  Cost  of  Fairfield, 
Greene  County,  Ohio,  and  four  children  — 
two  sons  and  two  daughters,  both  of  the  lat- 
ter being  married,  constitute  the  family  of 
this  marriage.  In  1884  Mr.  Carson's  wife  died, 
and  in  1889  he  was  again  married  to  Miss  , 
Jennie  H.  Sharp  of  Cincinnati,  and  one  son, 
now  fifteen  years  of  age,  forms  the  family  of 
the  last  marriage. 


569 


W.    S.    FLINN 


Principal  of  the  W.  H.  Morgan  School,  Cin- 
cinnati, was  born  in  Hamilton  County,  Ohio, 
in  1845.  His  mother,  Priscilla,  was  one  of 
Ohio's  pioneer  educators,  having  been  a  public 
school  teacher  in  the  early  'forties.  Her 
worth  as  a  woman,  her  influence  as  an  in- 
striKtor,  left  a  lasting  impression  upon  her 
scholars.  His  father,  A.  S.  Flinn,  was  a 
farmer  by  vocation,  and  at  one  time  deputy 
sheriff  of  Hamilton  County.  A  most  worthy 
man,  his  memory  is  still  revered  by  all  who 
knew    him. 

W.  S.  FuNN  was  educated  in  country 
schools  and  the  high  school  at  Newtown, 
Ohio.  He  first  taught  .school  in  180."),  at  In- 
dian Hill,  near  Madisonville,  Ohio,  and  re- 
mained there  until  18(ii).  Thence  he  went  to 
the  Corryville  School,  now  the  Twenty-third 
District  for  three  years,  and  then  to  the 
Third  Intermediate  School  for  two  years. 
The  following  fourteen  years  saw  him  officiat- 
ing as  principal  of  the  Ninth  District  School, 
and  for  the  past  seventeen  years  he  has  been 
principal  of  the  W.  H.  Morgan  School,  known, 
otherwise,  as  the  Third  District   School. 


Mr.  Flinn  is  a  member  of  the  National 
Educational  Association,  the  Southwestern 
Ohio  Teachers'  Association,  the  local  educa- 
tional organizations  of  Cincinnati,  and  is  a 
Royal  Arch  Mason.  In  1874,  he  was  married 
to  Miss  Anna  B.  Hitch,  of  Clermont  County, 
and  they  have  had  a  family  of  two  sons  and 
a  daughter,  all  of  whom  are  married. 

Mr.  Flinn  is  also  principal  of  the  Morgan 
Colony  at  Mount  Adams.  This  enterprise  was 
projected  by  him  and  built  up  to  its  present 
size  of  eight  rooms.  The  Morgan  Building 
lias  one  of  the  finest  school  libraries  in  Ohio, 
embracing  over  3,0l)()  volumes,  also  a  gymnas- 
ium completely  equipped  with  the  latest  im- 
proved apparatus.  Mr.  Flinn's  ancestry 
landed  in  Turkey  Bottom  or  Columbia,  No- 
vember 18,  1788.  His  great-grandfather,  a 
veteran  of  the  Revolutionary  War,  was  cap- 
tured by  Indians  and  endured  the  awful  fate 
of  being  burned  at  the  stake.  His  grand- 
father was  a  veteran  of  the  War  of  1812. 
His  grandfather's  sister,  Elizabeth  Flinn,  had 
the  distinction  of  being  the  first  white  child 
born  in  Ohio,  the  event  occurring  on  Decem- 
ber S.  1788. 


570 


W.    H.    REMLEY 


Principal  of  the  TweiUy-ciglitli  District 
School,  Cincinnati,  has  been  engaged  in  edu- 
cational work  in  the  Queen  City  for  upward 
of  a  quarter  century,  and  is  well  known  for 
his  executive  ability  and  sound,  efficient 
methods.  He  was  born  in  Cincinnati  in  1855, 
son  of  Jacob  A.  and  Sarah  A.  Reiuley.  Be- 
fore the  Civil  War  his  father  was  Captain  of 
the  Continentals,  a  local  military  organiza- 
tion of  Cincinnati,  and  at  the  outbreak  of  war 
he  entered  active  service  as  captain  of  Com- 
pany A,  Fifth  Ohio  Volunteer  Infantry.  He 
was  wounded  at  the  battle  of  Cedar  Moun- 
tain, and  for  bravery  in  that  engagement  was 
brevetted  major.  He  remained  in  service 
until  the  close  of  the  war  and  then  was  given 
charge  of  the  Freedmen's  Bureau,  with  head- 
quarters at  Ocata,  Florida,  where  he  re- 
mained  until   18l)8. 


Our  subject  was  educated  in  the  public 
schools  of  Cincinnati  and  graduated  from  the 
Hughes  High  School  in  18T(J.  Shortly  after- 
ward he  became  a  teacher  in  the  First  Inter- 
mediate School,  where  he  remained  for  fifteen 
years,  and  eleven  years  ago  he  was  elected 
principal  of  the  Twenty-eighth  District  School 
his  present  position,  and  his  regime  has  been 
marked  by  rare  judgment  and  most  satisfac- 
tory results. 

Mr.  Remlev  has  been  treasurer  of  the  Cin- 
cinnati Teachers'  Club,  also  one  of  the  direc- 
tors of  that  organization,  and  secretary  and 
vice-president  of  the  Cincinnati  Principals' 
Association.  He  also  holds  membership  in 
the  Southwestern  Ohio  Teachers'  .\ssociation 
and  the  Ohio  Teachers'  Reading  Circle.  He 
was  married  in  1888  to  Miss  Anna  Cora  Mc- 
Hugh,  and  they  have  two  children,  a  son, 
now  aged  19,  and  a  daughter,  aged  15. 


571 


JOHN   S.   HAUER 


Principal  of  the  Sixth  District  School,  Cin- 
cinnati, has  long  heen  engaged  in  the  public 
school  service,  and  is  widely  known  in  edu- 
cational circles.  He  was  born  at  Dent,  Ohio, 
in  1808,  son  of  John  and  Catherine  Hauer, 
and  he  was  the  oldest  in  a  family  of  four 
boys  and  eight  girls.  His  father  was  a  farmer 
and  also  the  village  blacksmith,  and  our  sub- 
ject worked  either  on  the  farm  or  in  the  shop 
when  not  attending  school.  His  early  educa- 
tion was  secured  in  the  village  school  at  Dent, 
also  the  high  school,  and  in  later  years  he  per- 
formed an  extensive  amount  of  university 
work  in   Cincinnati. 

Mr.  Hauer  first  taught  school  in  Hamilton 


county  for  five  years,  and  for  the  following 
nine  years  was  assistant  principal  of  the  Thir- 
tieth District  School.  Cincinnati.  Four  years 
ago  he  was  promoted  to  the  principalship  of 
the  Sixth  District  School,  and  he  still  con- 
tinues to  ably  fulfill  the  duties  of  this  po- 
sition. 

Mr.  Hauer  is  a  member  of  the  National  Ed- 
ucational Association,  the  Southwestern  Ohio 
Teachers'  Association,  the  Principals'  Associa- 
tion, the  Schoolmasters'  Club  and  the  Masonic 
fraternity.  In  1897  he  was  married  to  Miss 
Bonnie  E.  Dunn,  and  they  have  a  pleasant 
home  in  VVestwood,  a  beautiful  suburb  of  Cin- 
cinnati. 


JOHN   IRVIN   WARD 


One  of  the  leading  school  instructors  in 
Toledo,  and  a  recognized  authority  in  all 
matters  pertaining  to  matters  educational,  is 
the  gentleman  whose  name  appears  above. 
Mr.  Ward  has  been  actively  identified  with 
school  affairs  since  early  youth  and  has  ever 
keot  close  in  touch  with  the  foremost  lines  of 
progress  in  all  that  was  connected  therewith 
He  is  a  native  of  this  State,  having  been  born 
at  Scotch  Ridge,  Wood  County,  Ohio,  the 
son  of  Isaac  Ward,  a  prosperous  family,  who 
had  the  remarkably  large  family  of  fifteen 
childrtn,  twelve  of  whom  are  still  living. 
Our  subject's  first  school  training  was  had 
in  Silverwood  School,  Wood  County,  and 
thence  he  went  to  the  High  School  at  Bowl- 
ing Green,  from  which  he  took  a  course  in 
the  Fostoria  Academy  followed  by  a  course 
in  the  Northern  Indiana  Normal  School.  Val- 
paraiso, Indiana.  He  taught  three  terms  in 
a  country  school  before  completing  his  course 
at  Valparaiso.  Mr.  Ward  next  was  for  three 
years  teacher  in  a  Sandusky  County  School, 
resigning  therefrom  to  become  teacher  at 
Auburndale,    then    a    suburb   of    Toledo,    and 


was  superintendtnt  of  same  for  seven  years. 
When  Auburndale  was  annexed  to  Toledo, 
Mr.  Ward  was  appointed  principal  of  the 
Washington  Street  School,  holding  that  posi- 
tion six  and  a  half  years,  when  for  six 
months  he  was  superintendent  of  Toledo's 
schools.  His  successive  positions  were : 
principal  of  the  Normal  School,  the  Jeffer- 
son Grammar  School,  the  Jefferson  Street 
School,  and  the  Illinois  Street  School,  and  he 
is  .still  incumbent  at  the  latter  institutions. 
Mr.  Ward  was  for  seven  years  president  of 
the  Lucas  County  Teachers'  Association,  of 
•  which  he  is  still  a  member:  he  is  a  member 
of  the  Toledo  Board  of  School  Examiners, 
which  position  he  has  held  for  eight  years; 
he  also  holds  membership  in  the  Ohio  Teach- 
ers' Reading  Circle  and  State  Teachers'  Asso- 
ciation, likewise  in  the  Masonic  and  Odd 
Fellows"  orders.  He  also  practices  law  occa- 
sionally, having  been  admitted  to  the  Bar  in 
June,  1902.  On  June  20,  1897,  Mr.  Ward 
was  united  to  Miss  Hattie  Elizina  Cochran, 
and  the  result  of  their  marriage  is  a  winsome 
"son  and  heir." 
73 


FREDERICK    WILLIAM    OEARNESS 


Principal  of  the  Twelfth  District  School, 
Cincinnati,  was  born  in  Mohawk  Village,  Co- 
shocton County,  Ohio,  in  1869,  son  of  William 
and  Agnes  Dearness.  His  father,  a  carpet 
merchant,  was  a  native  of  the  Orkney  Islands, 
Scotland,  and  came  from  that  country  to 
Ohio  in  1866.  Our  subject  was  educated  in 
the  public  schools  of  Utica,  Mansfield  and 
Cincinnati,  and  was  graduated  from  Wood- 
ward High  School  in  the  latter  city,  in  1886. 
He  first  began  teaching  at  Bellevue.  Ken- 
tucky, and  later  went  to  Cheviot,  Hamilton 
County,  Ohio.  Going  thence  to  Cincinnati,  he 
taught  for  five  years  in  the  Eigliteenth  District 
School ;  and  four  years  ago  was  elected  prin- 
cipal   of   the    Twelfth    District    School,    (the 


various  departments  of  which,  under  his 
leadership,  have  been  advanced  to  a  high  de- 
gree of  excellence). 

Mr.  Dearness  is  a  member  of  the  Ohio 
State  Teachers'  Association,  the  Southwestern 
Ohio  Teachers'  Association,  the  National 
Educational  Association,  the  Woodward  Al- 
umnal  Association,  and  the  Reformed  Pres- 
byterian Church :  and  is  president  of  the 
Cincinnati  Teachers  Club,  the  second  time 
this  honor  has  been  conferred  upon  him.  In 
1800  he  was  married  to  Miss  Minnie  Frehse, 
and  they  have  two  children,  Donald  Frederick, 
aged  11  years,  and  Jean  Elizabeth,  aged  2 
years. 


574 


J.  H.  SNYDER,  A.   Wl. 


State  Commissioner  Jones  is  fortunate  in 
having  selected  such  an  able  assistant  to  aid 
him  in  his  important  work  as  Mr,  Snyiier. 
His  experience  in  the  teaching  field  has  been 
very  extensive  and  conducive  of  good  results. 

J.  H.  Snyder,  Deputy  State  School  Com- 
missioner of  Ohio,  was  born  in  West  Mas- 
sillon,  Indiana,  a  town  that  was  laid  out 
and  named  by  his  father,  Joseph  Snj«ler,  a 
physician  of  note  in  his  time.  His  mother 
was  Eliza  Snyder,  and  both  parents  are  now 
decea.sed.  His  early  education  was  received 
in  the  village  schools  of  Iberia,  Ohio,  and 
later  he  took  a  course  in  the  Ohio  Central 
College,  from  which  he  was  graduated  in 
1881.  Not  having  ready  cash,  Mr.  Snyder 
worked  his  way  through  college  by  carrying 
mail  and  by  doing  odd  jobs  about  the  college. 
He  first  taught  school  in  Marion  and  Mor- 
row counties  for  four  winters.  In  1893  Hei- 
delberg University  conferred  upon  him  the 
degree  of  Master  of  Arts.  Professor  Sny- 
ckr     was     principal     of    the     Crestline     High 


School  for  some  time  and  was  elected  to  the 
superintendency  of  the  Mount  Gilead  schools 
in  1884.  which  position  he  held  until  1800, 
when  he  was  elected  to  the  superintendency 
of  the  Tiffin  schools,  where  he  remained  un- 
til 1900.  He  then  resigned  this  position  and 
devoted  two  years  to  finding  relief  for  his 
wife  from  severe  illness.  His  efforts  were 
in  vain,  however,  her  death  occurring  on 
June  '28,  1902.  He  returned  to  school  work 
in  September,  1902,  as  superintendent  of  the 
Martins  Ferry  schools,  which  position  he 
resigned  in  the  summer  of  1904,  to  become 
first  assistant  to-  State  School  Commissioner 
Jones.  This  is  a  position  to  which  he  is 
peculiarly  well  fitted,  as  he  brings  to  the 
office  a  ripe  scholarship,  a  broad  and  suc- 
cessful experience  and  a  keen  sympathy  for 
the  teacher  in  his  work. 

Mr.  Snyder  is  a  member  of  the  Ohio  State 
Teachers"  Association  and  the  National  Edu- 
cational Association,  and  has  always  been 
identified  with  progressive  educational  move- 
ments. 


575 


SAMUEL    T.    LOGAN 


Principal  of  the  First  District  School,  Cin- 
cinnati, was  born  in  Brown  County,  Ohio,  in 
1855,  son  of  Lewis  A.  and  Serepta  T.  Logan, 
and  is  descended  from  one  of  the  oldest  and 
most  prominent  Pennsylvania  families.  His 
great-grandfather  took  part  in  the  war  for 
.American  independence,  having  been  with 
Mad  Anthony  Wayne  at  the  storming  of 
Stony  Point,  was  honorably  discharged  from 
the  Continental  Army  in  1780,  and  duly  paid 
off  in  continental  scrip.  His  grandfather  was 
born  in  a  block  house  in  Washington,  Ken- 
tucky, and  in  later  life  was  a  major  in  the 
war  of  1812,  taking  part  in  the  Battle  of  River 
Thames.  From  his  immediate  ancestors,  Prin. 
Logan  must  have  gotten  a  liking  for  the  teach- 
er's vocation.  His  father  was  an  old  time 
singing-school  teacher  who  with  violin  or 
cello  gave  the  rising  generation  "before  the 
war"  opportunity  to  master  the  intricacies  of 
vocal  music.  Four  members  of  the  mother's 
family  had  experience  in  school  teaching,  all 
of   whom   did   creditable    work.      Our   subject 


was  educated  in  the  public  schools  of  Cin- 
cinnati, closing  his  career  as  a  school  boy 
at  Hughes  High  School  in  1875,  and  first 
taught  school  in  Clermont  County,  Ohio. 
Subsequently  he  taught  for  fifteen  years  at 
Westwood,  then  a  suburb  of  Cincinnati,  and 
for  the  past  seven  years  has  officiated  as 
principal  of  the  First  District  School,  which 
he  lias  developed  to  a  high  state  of  efficiency. 
Mr.  Logan  has  been  president  of  the  South- 
western Ohio  Teachers'  As-ociation,  secre- 
tary of  the  Ohio  Teachers'  Association  and 
president  of  the  Cincinnati  Principals'  .Asso- 
ciation. He  has  long  been  a  member  of  the 
Ohio  State  Teachers'  Reading  Circle.  Mr. 
Logan  is  Past-Master  in  the  Masonic  Order. 
In  1889  he  was  married  to  Miss  Margaret 
McKeehan  of  Hillsboro,  Ohio,  whose  ten 
years  in  the  school  room  enables  her  to  enter 
sympathetically  into  her  husband's  interests. 
They  have  two  children,  Paul  M.  and  Helen 
G.,  who  are  now  pupils  in  the  Hughes  High 
School. 


576 


G.    H.    DENHAM 


Principal  of  the  Hyde  Park  ScIkidI,  formerly 
known  as  the  "Morington  School,"  Cincin- 
nati, has  had  a  most  comprehensive  experi- 
ence as  an  educator,  and  is  one  of  the  most 
progressive  of  the  up-to-date  developers  of 
the  modern  school  system,  particularly  that 
of  the  Ohio  public  school  system,  than  which 
there  is  no  better.  Modest  as  he  is  energetic 
and  painstaking,  praise  of  his  labors  would 
be  vain,  his  work  and  record  speak  for  them- 
selves. 

G.  H.  Denh.wi  was  born  in  Cincinnati,  in 
1845 :  his  parents  were  Josiah  and  Isabella 
Dcnhani,  his  father  a  carpenter  and  builder 
by  vocation.  Naturally  an  apt  pupil  he  took 
advantage  of  the  opportunities  offered  by  the 
schools  of  his  home  city,  and  suburban  schools, 
but  greatly  by  private  study  were  his  ad- 
vances made.  Suffice  it  to  say,  no  young 
man  ever  entered  upon  a  'pedagogical  career 
better  prepared  for  his  life-work  than  did  our 
subject. 

Mr.  Denhani  taught  his  first  school  in 
Indiana ;  but  left  the  schoolroom  for  the  ser- 


vice of  his  country,  eidisting  as  a  private  m 
Co.  H.,  151st  I.  V.  I. 

After  a  period  of  about  eight  months,  his 
regiment  was  discharged.  In  that  short  ser- 
vice Mr.  Denham  was  twice  promoted,  being 
mustered  out  as  1st  Serg.  of  his  company. 

In  the  summer  of  18()7  he  again  tu.rned  to 
the  "delightful  task,"  and  his  professional  life 
really  began.  Soon  the  exhortation  of  the 
"Sage  of  Chappaqua"  took  strong  hold  of  him. 
and  he  resolved  to  accept  the  advice,  "Go  west, 
young  man,  and  grow   up  with  the  country." 

But  he  went  not  alone.  In  March,  1871, 
he  married  Melissa  Florence  Steele  of  Mt. 
Washington,  Ohio,  and  bidding  farewell  to 
the  Buckeye  State,  sought  fame  and  fortune 
in  the  prairies  of  eastern  Kansas.  There  the 
young  folks  found  the  comforts  of  a  new 
home,  and  genial  friends.  And  no  wonder ; 
for  Buckeyes  do  there  abound.  The  prairies 
are    full    of   them. 

Most  of  the  four  years  spent  in  Kansas, 
were  spent  in  the  schoolroom  with  a  marked 
degree  of  success.     But  in  the  last  summer  the 


576a 


scourge  of  grasshoppers  came,  bringing  with 
them  their  tremendous  appetites.  The  appall- 
ing devastation  discouraged  tlie  young  wife, 
who  for  the  first  time  began  to  long  for  the 
home  of  her  cliildliood,  where  the  grasshopper 
as  a  terror  is  unknown.  So  a  return  to  Ohio 
it  was. 

In  the  summer  of  1875,  Mr.  Denham  was 
again  enrolled  among  the  teachers  of  Haitiilton 
County.  There  he  taught  in  country  and  vil- 
lage schools  nearly  seven  years.  He  resigned 
the  principalship  of  the  Linwood  school  early 
in  May.  1882,  to  accept  the  position  of  assist- 
ant to  Principal  R.  C.  Yowell  in  the  24th  Dis- 
trict of  the  Cincinnati  schools,  (now  known 
as  the  William  McKinley  School.) 

This    .service    continued    through    a    period 


of  more  than  sixteen  years ;  and  in  1898  Mr. 
Denham  was  transferred  to  tlie  principalship 
of  the   Hyde   Park  school. 

While  connected  with  the  24th  District.  Mr. 
Denham  had  the  misfortune  to  lose  his  wife. 
In  188.")  she  died,  leaving  him  with  three  little 
children.  Bertha,  Grace,  and  Robert,  of  whom 
the  last  two  are  still  living. 

In  1892  he  married  Carrie  Wyatt,  a  teacher 
in  the  same  school,  but  a  native  of  Clermont 
County.  Two  children,  Thomas  and  Martha, 
have  come  to  bless  this  union. 

Mr.  Denham  is  a  member  of  several  teach- 
ers' organizations,  and  of  the  O.  T.  R.  C. 
He  is  also  known  as  an  active  member  of 
church  and  Sunday-school. 


o76b 


AUGUSTUS    M.   VAN    DYKE 


Principal  of  the  Woodward  High  School, 
Cincinnali,  was  bom  at  Mount  Healthy,  Ham- 
ilton County,  Ohio,  in  1838,  son  of  Dominicus 
Van  Dyke,  merchant.  His  education  was 
secured  in  the  public  schools  of  Cincinnati, 
and  he  was  graduated  from  the  Hughes  High 
School  in  1857.  For  special  work  at  Kenyon 
College  he  received  the  degree  of  Master  of 
Arts.  When  the  Civil  War  broke  out,  Mr. 
Van  Dyke  enlisted  in  the  Fourteenth  Indiana 
Infantry  and  served  for  ten  months  as  a 
private.  He  earned  promotion,  and  became 
second  lieutenant  and  then  first  lieutenant  in 
the  same  regiment.  He  participated  in  the 
battles  of  Rich  Mountain,  Antietam,  Gettys- 
burg, First  Battle  of  the  Wilderness,  Freder- 
icksburg. Chancellorsville,  Second  Bull  Run 
and  in  the  Atlanta  Campaign  was  at  Benton- 
ville,  the  last  battle  of  the  war,  serving  four 


years  and  five  months  in  all.  After  the  battle 
of  Antietam  he  went  on  staff  duty,  and 
served  as  adjutant-general  under  Generals 
Logan,  Howard  and  others.  His  rank  in  the 
service  at  close  of  the  war  was  "Major." 

Mr.  Van  Dyke  first  began  teaching  at 
New  Albany,  Indiana,  and  thence  went  to 
Ironton,  Ohio,  as  principal  of  the  high  school 
for  six  years.  Next  he  taught  in  the  high 
school  at  Covington,  Kentucky,  for  a  year. 
In  the  fall  of  1878  he  was  appointed  to 
Woodward  High  School  of  which  he  became 
principal  in  1900,  and  has  ever  since  contin- 
ued to  most  efficiently  fill  this  position. 

Mr.  Van  Dyke  is  a  member  of  the  Loyal 
Legion,  an  officer  of  its  Commandery  in  chief, 
holds  membership  in  several  educational  or- 
ganizations, and  has  a  host  of  friends  and 
admirers  in  both  professional  and  social 
circles. 


577 


BENJAMIN    F.    PRINCE 


For  almost  a  half  century  the  above  named 
gentleman  has  been  identified  with  educational 
affairs  in  Ohio.  He  combines  in  a  marked 
degree  the  attainment  of  a  scholar  and  the 
rare  qualities  of  a  true  teacher,  and  his  record 
presents  an  enviable  testimonial  as  to  his 
superior  qualifications  as  an  instructor.  Pro- 
fessor Prince  was  born  December  12,  1840, 
•near  Urbana,  Champaign  County,  Ohio,  and 
is  a  descendant  of  first  settlers  in  Western 
•Ohio,  his  maternal  grandparents  having  come 
to  Champaign  County  in  1805,  while  his 
paternal  grandparents  arrived  in  1809,  and  his 
•grandfather  was  one  of  the  patriots  of  the 
war  of  1812.  Our  subject  was  reared  upon  a 
farm,  and  received  the  usual  schooling  that 
the  limited  educational  facilities  of  the  time 
afforded.  In  1860  when  nineteen  years  of  age 
he  entered  the  Preparatory  Department  of 
"Wittenberg  College,  Springfield.  Ohio,  pur- 
suing his  studies  there  until  1865,  when  he 
graduated  with  honors.  Being  offered  a  posi- 
-tion  as  instructor  in  the  college  he  accepted 
and   has   been   connected   with   this  time-hon- 


ored institution  ever  since.  For  twenty-five 
years  he  filled  the  chair  of  Professor  of  Greek 
and  History,  and  since  then  has  occupied  the 
professorship  of  history  and  political  science, 
a  position  his  scholarly  attainments  peculiarly 
adapt  him  to.  Professor  Prince  is  president 
of  the  Clark  County  Historical  Society,  is  a 
life  member  of  the  Ohio  Archaeological  and 
Historical  Society  and  was  appointed  by  Gov- 
ernor Bushnell  and  re-appointed  by  Governor 
Nash  a  trustee  of  said  society,  and  is  also  a 
member  of  its  Executive  Committee.  He  is 
a  member  of  the  American  Historical  Asso- 
ciation and  of  the  American  Philological 
Association.  For  seven  years  Professor 
Prince  was  a  member  of  the  Executive  Com- 
mittee of  the  Sunday  School  Association  of 
Ohio,  and  since  1877  (with  the  exception  of 
one  year,  when  he  resigned)  a  member  of  the 
Board  of  Examiners  for  the  City  of  Spring- 
field. In  1891  he  received  the  degree  of  Doc- 
tor of  Philosophy  from  his  Alma  Mater,  and 
the  honor  was  one  he  had  tlinrou.ghly  earned 
and  deserved. 


678 


B.    D.    LONG 


This  gentleman  lias  been  actively  identi- 
fied with  the  educational  world  for  a  period 
of  almost  forty  years,  having  begun  his  labors 
in  this  field  when  but  sixteen  years  of  age, 
and  his  vast  experience,  profound  knowledge 
and  natural  aptitude  has  made  him  an  instruc- 
tor of  exceptional   value   and   usefulness. 

Mr.  Long  was  born  in  Lancaster  County, 
Pennsylvania,  March  2,  1851,  on  the  farm  of 
his  parents,  and  the  family  comprised  seven 
children,  six  boys  and  a  girl,  of  whom  three 
are  deceased.  His  parents  removed  to  Ohio 
when  be  was  but  ten  years  of  age.  and  his 
first  learning  was  gained  in  the  country  school 
of  Clark  County,  subsequent  to  which  he  took 
a  course  in  Wittenberg  College.  In  Novem- 
ber, 186fi,  Mr.  Long  began  his  life  work,  as  a 
teacher,  in  a  Clark  County  school,  and  con- 
tinued his  pedagogical  work  in  Mad  River 
Township  up  to  1880,  when  he  removed  to 
Springfield,  Ohio,  and  was  appointed  to  Gray's 
School,  continuing  to  teach  there  up  to  1883. 


In  1884  he  was  given  an  appointment  in  the 
Dibert  School,  as  principal,  holding  the  posi- 
tion eleven  years  when  he  was  made  prin- 
cipal of  the  Southern  School.  Two  years  was 
the  period  of  his  service  there,  when  he  was 
promoted  to  the  principalship  of  the  Bushnell 
School,  formerly  known  as  the  Shaffer 
School.  This  appointment  was  made  seven 
years  ago  and  Mr.  Long  still  continues  to 
direct  affairs  at  the  Bushnell,  every  depart- 
ment of  which  is  maintained  at  the  highest 
point   of  efficiency  and   usefulness. 

Mr.  Long  was  formerly  an  official  in  Mad 
River  Township,  Clark  County,  and  fulfilled 
the  duties  of  that  office  to  the  satisfaction  of 
all.  He  holds  membership  in  the  Principals' 
Association,  the  Central  Ohio  Teachers'  As- 
sociation, and  also  the  Knights  of  Pythias 
and  Odd  Fellows.  On  March  17,  1870,  he 
was  united  to  Miss  Susan  Rathfon,  and  they 
have  a  highly  interesting  family  of  six  boys 
and  four  daughters. 


579 


F.    H.    KENDALL 


Who  has  long  enjoyed  a  well  established 
reputation  as  a  successful  public  school  in- 
structor, was  born  in  Steubenville,  Ohio,  in 
1862,  son  of  John  Kendall,  a  merchant  of  that 
city.  He  was  educated  in  the  graded  and  high 
schools  of  that  city,  graduating  in  1877  from 
the  latter,  and  for  a  few  subsequent  years  he 
followed  the  printing  business.  He  then  en- 
tered the  Ohio  Wesleyan  University  at  Dela- 
ware, Ohio,  graduating  in  1887  with  the  de- 
gree of  Bachelor  of  Arts.  In  the  same  year 
he  went  to  Missouri  and  taught  school  in  that 
state  for  a  year.  Returning  to  Ohio  he  was 
appointed  principal  of  one  of  the  Ward  build- 
ings in  Steubenville,  remaining  in  that  capac- 
itv  for  three  years,  when  he  was  elected  prin- 


cipal of  the  high  school  at  Painesville,  and 
in  1902  was  promoted  to  the  superintendent- 
ship,  a  position  he  still  ably  controls. 

Mr.  Kend.\ll  has  served  as  a  member  of 
the  Lake  County  Board  of  Examiners  for 
over  seven  years,  and  is  now  in  his  third 
term.  He  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  the  Northeastern  Ohio  Teach- 
ers' Association,  the  Ohio  State  Teachers' 
Association,  the  National  Educational  Asso- 
ciation, and  the  Methodist  Church.  In  1893 
he  was  married  to  Miss  Sarah  Harvey, 
daughter  of  Thomas  W.  Harvey,  former 
school  commissioner  of  Ohio,  and  who  also 
was  superintendent  of  schools  at  Painesville 
for  a  number  of  years. 


580 


CHARLES   P.   LYNCH,   Ph.D. 


This  gentleman  has  been  in  tlie  educational 
field  as  instructor  for  upward  of  thirty  years, 
ajid  has  won  distinguished  success  in  that 
capacity.  He  is  well  known  as  a  scholar  of 
erudition,  a  teacher  of  forceful  methods,  one 
who  ever  commands,  gains  and  retains  the 
esteem  and  confidence  of  his  pupils,  and  whose 
endeavors  have  ever  been  fraught  with  the 
best  results. 

Professor  Charles  P.  Lynch  was  born 
in  Meadville,  Pennsylvania,  in  1858,  son  of 
John  Lynch,  who  was  also  a  public  school 
teacher  of  note,  being  principal  of  an  academy. 
Our  subject  was  brought  to  Ohio  at  an  early 
age,  and  here  attended  a  district  school  in 
Trumbull  county.  From  1870  to  1881  he 
taught  in  country  and  village  schools.'  Decid- 
ing  to   make   teaching   his  profession,   he   en- 


tered Allegheny  College,  and  graduated  in 
1880,  with  Phi  Beta  Kappa  honors. 

After  graduation  he  became  principal  of 
the  Warren,  Ohio,  High  School,  which  posi- 
tion he  held  five  years.  In  1891  he  was  called 
to  the  department  of  Latin  in  the  Central 
High  School,  Cleveland,  where  he  remained 
until  appointed  to  the  assistant  superintend- 
ency  of  the  city  schools  in  1902.  The  years 
1894-1807  were  spent  in  post-graduate  work 
at  the  end  of  which  he  received  the  degree  of 
Doctor  of  Philosophy. 

Dr.  Lynch  holds  membership  in  the  State 
and  National  Educational  Associations  and 
has  been  a  regular  attendant  at  these  meet- 
ings for  many  years.  Soon  after  his  gradua- 
tion he  was  married  to  a  college  class-mate, 
Mary  Virginia  Miller.  They  have  one  daugh- 
ter,  Laura. 


.581 


J.   W.   JONES 


Mr.  Jones,  the  capable  superintendent  of 
the  pubHc  schools  at  New  Comerstown,  Ohio, 
has  from  his  earliest  youth  been  associated 
with  affairs  educational,  and  he  is  thoroughly 
conversant  with  all  the  requirements  and  de- 
tails of  the  teacher's  vocation,  and  knows  full 
well  how  most  effectively  to  meet  all  demands 
made  upon  his  resources. 

Mr.  Jones  was  born  at  Oak  Hill,  Jackson 
County,  Ohio,  April  15,  180(5,  son  of  Mar- 
garet and  R.  W.  Jones,  the  latter  a  Jackson 
County  merchant,  and  the  family  consisted 
of  three  sons  and  a  daughter.  Of  these  Mr. 
E.  L.  Jones  is  a  school  teacher  in  Harrison 
County ;  Mr.  R.  V.  Jones  a  merchant  in  Jack- 
son County,  and  Miss  Jennie  Jones  is  a 
teacher  of  nnisic  at  Oak  Hill.  Our  subject 
has  had  a  most  thorough  educational  school- 
ing and  training.  For  fourteen  years  he  at- 
tended the  public  schools  of  Oak  Hill,  and 
followed  this  lengthy  term  by  two  years  at 
the  Oak  Hill  High  School,  two  years  at  the 
Morgan  Academy,  one  year  at  the  Jackson 
High  School,  two  years  at  the  Ohio  Northern 
University  at  Ada,  and  two  years  at  the  Ohio 
University   at    .\thens.      In    1888    he    received 


the  degree  of  Bachelor  of  Arts  from  Ada,  and 
in  18i>7  the  degree  of  Bachelor  of  Pedagogy 
from  Athens.  Mr.  Jones  also  took  a  short 
teachers'  course  at  Harvard  for  two  summer 
terms,  and  has  read  law  several  years.  His 
experience  as  a  teacher  covers  three  years  in 
Jackson  County,  three  years  as  principal  of 
the  VVellston  High  School,  eight  years  at 
Hamden,  two  years  at  VVesterville,  five  years 
at  Cadiz,  being  superintendent  at  the  three 
last  named  places.  In  1904  he  was  appointed 
superintendent  of  the  schools  of  New  Com- 
erstown. He  has  seventeen  teachers  and  six 
hundred  and  fifty  pupils  under  his  jurisdiction 
and  the  various  departments  are  kept  in  an 
admirable  state  of  discipline. 

He  was  married  at  Westerville,  August  3, 
1900.  to  Olive  Morrison,  a  graduate  of  Otter- 
bein.     They  have  one  child,  a  daughter. 

Mr.  Jones  is  a  Mason,  Kniglit  Templar 
and  Knight  of  Pythias  and  holds  membership 
in  the  Ohio  Teachers'  Reading  Circle,  the 
National  Educational  Association,  the  Ohio 
Teachers'  Federation,  the  Ohio  State  Teach- 
ers' Association,  the  Southeastern  Ohio  Teach- 
ers' Association  and  the  Tuscarawas  County 
Teachers'  Institute. 


.j8-2 


J.  W.  SWARTZ 


Among  the  successful  educators  of  Ohio, 
Mr.  J.  W.  SwARTZ  holds  a  well  deserved 
place,  earned  by  merit  and  the  exploitation 
of  his  sound  executive  ability.  While  no 
"faddist,"  Mr.  Swartz  is  a  firm  believer  in 
the  application  of  the  most  modern  ideas  that 
can  be  put  to  practical  and  profitable  use. 
As  a  result  his  schools  have  been  developed 
to  a  stage  of  the  greatest  degree  of  efficiency, 
and  the  results  attained  have  been  of  the  most 
productive  and  beneficial  character. 

J.  W.  Swartz  was  born  in  St.  Johns,  Ohio, 
December  13,  1868,  son  of  Henry  and  Mary 
C.  Swartz,  and  was  reared  on  the  old  farm- 
stead. He  attended  the  district  school  of  his 
home,  and  in  1885  entered  the  high  school 
at   Wapakoneta,   Ohio. 

In  1888,  he  became  a  student  in  the  Ohio 
Wesleyan  University,  at   Delaware,  Ohio,  and 


graduated  with  honors  in  1896.  His  profes- 
sional life  began  as  a  teacher  in  country 
schools,  taught  in  village  schools  at  Uniopolis, 
Ohio,  and  after  graduating  from  college  wa& 
elected  superintendent  of  schools  at  Tippe- 
canoe City,  Ohio,  serving  seven  years  in  this 
capacity.  In  1903  he  was  appointed  superin- 
tendent at  Greenville,  Ohio,  and  has  since 
remained  in  that  incumbency.  He  has  a  staff 
of  competent  assistants,  a  steadily  increasing 
total  of  pupils  in  attendance,  and  his  influ- 
ence for  good  in  his  chosen  vocation  is  con- 
stantly growing. 

Mr.  Swartz  is  a  member  of  the  National 
Educational  Association,  the  Teachers'  Insti- 
tute, and  the  Masonic  fraternity.  On  Sep- 
tember 13,  1891,  he  was  married  to  Miss  Er- 
villa  M.  Brackney,  a  lady  of  estimable  person- 
ality, and  they  have  a  winsome  daughter, 
named  Mary  Emma  Swartz. 


583 


HENRY   A.   CASSIDY 


Henry  A.  Cassiuy  was  born  in  Ireland, 
November  4,  180(3,  and  his  educational  train- 
ing has  been  of  the  most  thorough  character. 
For  ten  years  he  attended  the  country  schools 
of  Londonderry,  Ireland,  and  then  entered  the 
famed  Trinity  College  of  Dublin,  Ireland,  for 
a  four  years'  course  in  arts,  graduating  in 
1885  with  the  degree  of  Master  of  Arts.  He 
next  took  a  two  years'  course  in  the  Marl- 
borough Training  School  of  Dublin,  and  in 
the  United  States  studied  for  a  term  in  the 
University  at  Cincinnati.  He  received  his 
primary  teachers'  certificate  in  the  town  of 
Worthing.  Sussex,  England,  at  the  age  of 
twenty-two,  and  for  six  months  was  master 
of  a  Latin  class  in  that  community. 

Mr.  Cassidy's  father,  Henry  Cassidy,  a 
native  of  Ireland,  was  also  a  prominent  edu- 
cationalist, and  for  twenty-five  years  held  the 
important  position  of  Professor  of  Mathe- 
matics in  the  Marlborough  Normal  School, 
Dublin.  His  mother,  a  former  Miss  Katherine 
Ross,  was  a  native  Scotch  woman,  born  in 
Ayreshire,  and  bred  in  the  "Land  o'  Cakes," 
and  she  now  resides  in  Ireland.  He  has  a 
brother,  John    R.    Cassidy,   who   is   a    leading 


lawyer  in  Bellefontaine,  Ohio,  and  three  sis- 
ters, of  whom  one.  Miss  Henrietta  Cassidy, 
is  owner  and  manager  of  a  select  school  for 
ladies  in  Liverpool,  England. 

Our  subject  came  to  the  United  States  in 
1889,  and  shortly  after  his  arrival  became 
principal  of  the  High  School  at  Bellefontaine, 
Ohio,  an  appointment  he  retained  for  thirteen 
years.  In  190'2  he  went  to  Lancaster,  Ohio, 
being  elected  principal  of  the  High  School  in 
that  town,  and  in  1903  he  was  promoted  to 
the   superintendentship. 

Superintendent  Cassidy  is  a  member  of  the 
Ohio  Teachers'  Reading  Circle,  the  South- 
eastern Ohio  Teachers'  .Association,  the  Fair- 
field County  Teachers'  Institute,  the  Ohio 
State  Teachers'  Association,  the  Presbyterian 
Church,  and  is  affiliated  with  the  Masonic 
fraternity  and  Knights  of  Pythias.  Since 
1903  he  has  been  a  member  of  the  Board  of 
Examiners  of  Lancaster.  He  is  now  taking 
a  post-graduate  correspondence  course  in 
Trinity   College,   Dublin. 

In  1894  Mr.  Cassidy  was  united  to  Miss 
Jean  Howell,  of  Bellefontaine,  and  they  have 
one  child,  a  daughter,  who  is  one  of  the  most 
promising  pupils  in  the   schools  of  Lancaster. 


584 


COL.    C.   B.   ADAMS 


One  of  the  humanitarian  institutions  con- 
nected with  education  that  is  worthy  of  all 
praise,  is  that  of  the  Boys'  Industrial  School, 
located  near  Lancaster,  Ohio.  It  has  been  a 
means  of  affording  an  education  and  a  leading 
to  a  better  life  for  many  of  the  youth  of  the 
State.  The  present  superintendent,  Colonel 
C.  B.  Adams,  who  has  held  this  incumbency 
for  three  years,  has  done  much  to  advance 
the  recognized  status  and  efficiency  of  the 
School,  and  his  merits  are  duly  recognizable. 

Colonel  Adams  comes  of  good  old  revolu- 
tionary stock,  his  mother's  antecedents  fur- 
nishing soldiers  for  the  old  French  and  In- 
dian Wars,  the  Revolutionary  War  and  the 
war  of  1812.  His  father's  male  antecedents, 
as  far  back  as  he  can  trace,  all  wore  the 
clerical  robe.  C.  B.  Adams  was  born  in  Mad- 
ison county,  Ohio,  in  1863,  son  of  J.  S.  and 
Annie  E.  Adams,  both  of  whom  are  now 
living,  the  elder  Adams  having  now  attained 
the  age  of  eighty-two.  He  was  first  educa- 
tionally trained   in  the  public  schools  of  Del- 


aware, and  later  took  a  course  in  the  Ohio 
Wesleyan  University.  For  two  years  Col. 
.\dams  was  Professor  of  Military  Science 
and  Tactics  at  the  Ohio  Wesleyan  University, 
and  was  duly  commended  for  his  excellent 
service  there.  In^  his  present  position  he  has 
maintained  a  regime  and  a  discipline  that, 
while  not  exacting  or  commandatory,  has  yet 
been  blended  with  a  conservative  kindness 
that  has  been  productive  of  the  most  bene- 
ficial results.  During  the  war  with  Spain 
Colonel  Adams  served  as  Lieutenant  Colonel 
of  the  Fourth  Ohio  Volunteer  Infantry,  and 
at  Porto  Rico  was  in  charge  of  the  Guayamas 
district.  From  1899  to  1902  he  occupied  the 
post  of  Assistant  Adjutant  General  of  Ohio. 
Colonel  Adams  is  a  member  of  one  of  the 
oldest  Masonic  lodges  in  Ohio,  it  having  been 
organized  in  1812.  He  also  holds  membership 
in  the  Knights  of  Pythias  and  the  Benevolent 
and  Protective  Order  of  Elks.  He  was  mar- 
ried to  Miss  Winifred  Mary  Sheldon,  and  they 
have  two  winsome  daughters,  aged  thirteen 
and  seven,  respectively. 


585 


H.    V.    MERRICK 


For  over  a  quarter  of  a  century  Mr.  Mer- 
rick lias  been  in  the  public  service  as  an  ed- 
ucator and  is  known  among  his  colleagues 
and  associates  as  a  man  of  excellent  scholar- 
ship and  rare  ability.  For  the  past  five  years 
Mr.  Merrick  has  served  in  the  capacity  of 
Superintendent  of  Schools  at  the  Boys'  In- 
dustrial School,  near  Lancaster,  Fairfield 
county,  Ohio.  He  is  the  first  superinten- 
dent of  the  educational  department  of  the 
institution  and  his  experience  as  a  practical 
school  man  has  wrought  an  organization  ar- 
ticulating perfectly  with  the  numerous  de- 
partments of  the  institution  and  at  the  same 
time  employing  the  time  allotted  to  school 
branches  most  advantageously.  Mr.  Merrick 
also  has  charge  of  the  Sunday  School  les- 
sons and  with  his  high  character  and  sincere 
manner  is  a  strong  factor  among  institution 
workers.  Mr.  Merrick  was  born  in  18.5.")  in 
Columbiana  county,  Ohio,  son  of  William  and 
Jane  Merrick,  both  now  deceased.  He  was 
educated  in  the  country  schools  of  his  home 
county,  and  took  a  course  at  Mt.  Union  Col- 
lege, .Mliance,  Ohio,  from  which  be  was  grad- 
uated in  1880,  with  the  degree  of  Bachelor  of 
Arts.  He  first  taught  school  in  Columbiana 
county,  serving  in  that  capacity  for  five  win- 


ters. He  then  became  an  instructor  in  Ger- 
man and  Algebra  in  Mount  Union  College, 
and,  after  a  year  in  this  position,  accepted  the 
superintendency  of  schools  at  Minerva,  Ohio. 
At  the  expiration  of  four  years  he  resigned 
to  become  Principal  of  the  High  School  at 
Bellaire,  Ohio.  Two  years  were  passed  ia 
this  service  and  then  came  a  call  to  Cadiz, 
Ohio,  as  superintendent,  which  incumbency 
he  held  for  twelve  years,  becoming  the  lead- 
ing public  school  man  of  Harrison  county 
and  an  active  member  of  the  Ohio  Valley 
Superintendents'  Round  Table.  He  resigned 
this  position  to  accept  his  present  post  of 
superintendency,  in  which  his  efforts  have 
been  most  successful.  Mr.  Merrick  is  a  mem- 
ber of  the  Ohio  Teachers'  Association,  the 
Eastern  Ohio  Teachers'  As.sociation  and  the 
National  Educational  .'\ssociation.  He  also 
holds  membership  in  the  Order  of  Odd  Fel- 
lows. Mr.  Merrick  comes  from  old  Colonial 
Stock,  his  great-grandfather  having  fought 
in  the  War  of  the  Revolution.  His  brother, 
Martin,  served  for  three  years  with  the  Hoth 
Ohio  Volunteer  Infantry  in  the  Civil  War. 
His  mother's  antecedents  were  Quakers.  He 
was  married  in  1880  to  Carrie  Parmelee 
Chapman,  since  deceased. 


6fc(3 


PROF.    C.    M.    CARRICK 


Inclination  and  natural  aptitude  caused 
Prof.  Carrick  to  select  school  teaching  for  his 
life  vocation  and  the  substantial  success  he 
has  achieved  demonstrates  that  the  selection 
was  a  wise  one  and  most  fortunate  for  the 
cause  of  education.  His  career  is  one  most 
worthy  of  emulation. 

C.  M.  Carrick  was  born  near  Berlin,  Ohio, 
in  1866,  on  the  farm  conducted  by  his  father 
J.  M.  Carrick  and  at  an  early  age  attended 
the  neighboring  high  schools  and  academy 
where  he  prepared  himself  for  the  work  of 
teaching  in  the  country  schools.  Ever  am- 
bitious to  widen  his  scope  of  knowledge  he, 
as  soon  as  possible,  entered  the  Ohio  Uni- 
versity at  Athens,  Ohio,  studied  assiduously 
and  graduated  in  1891  with  the  degree  of 
Bachelor  of  Arts,  afterward  having  conferred 
upon  him  by  the  same  institution  the  cov- 
eted    degree     of     Master     of     Arts.       Shortly 


after  his  graduation,  he  began  teaching  at 
LaGrange,  Ohio,  where  he  remained  four 
years  as  superintendent  of  schools. 

In  1896,  he  was  called  to  the  superintend- 
ency  of  schools  at  Wauseon,  Ohio,  and  con- 
tinued in  this  position  to  1901 ;  since  the  last 
date,  he  has  most  ably,  conscientiously  and 
efficiently  officiated  as  superintendent  at  Ply- 
mouth,  Ohio. 

Professor  Carrick  holds  a  diploma  from 
the  Normal  Department  of  the  Ohio  Univer- 
sity for  seven  years'  work  done  there,  and  is 
also  the  holder  of  a  state  life  high  school 
certificate. 

He  is  a  Mason,  a  member  of  the  Beta 
Theta  Pi  College  fraternity,  an  attendant  of 
the  Methodist  Church  and  holds  membership 
in  the  Ohio  Teachers'  Reading  Circle,  the 
Northwestern  Ohio  Teachers'  As.sociation, 
and  the   Ohio   State  Teachers'  Association. 


•587 


R.  K.  FURBAY 


The  Uhrichsville  public  schools  are  cor- 
rectly adjudged  as  being  among  the  best  in 
the  State,  and  the  citizens  take  a  pardonable 
pride  in  them.  The  school  buildings  are  all 
modern  in  construction,  and  the  board  of  edu- 
cation, by  its  liberality,  is  constantly  supply- 
ing everything  necessary  for  the  advancement 
and  comfort  of  the  scholars.  While  the  peo- 
ple can  be  proud  of  their  fine  buildings  and 
equipments,  they  can  also  boast  of  several 
excellent  courses  of  study.  The  corps  of 
teachers  comprises  gentlemen  and  ladies  of 
sound  training  and  thorough  ability,  fully 
capable  of  satisfactorily  meeting  all  demands 
that  might  be  made  upon  their  resources  and 
talents.  The  subject  of  this  notice  is  promi- 
ent  among  these. 

R.  K.  FuRB.Av  was  born  April  5,  1871,  at 
Gilmore,  Tuscarawas  county,  Ohio,  and  was 
reared  on  the  farm  of  his  parents,  Oliver  Fur- 
bay  and  Mary  (Ripley)  Furbay,  both  native 
Ohioans.  The  latter  is  deceased,  while  the 
former  still  resides  at  the  old  homestead. 
Our  subject  received  an  excellent  education. 
For  about  ten  years  he  attended  the  rural 
schools  of  Rush  township,  and  then  studied 
for  three  years  at  the  Gnadenhutten  high 
school,   from   which   he  most  creditably   grad- 


uated in  1892.  After  be  had  begun  teaching, 
Mr.  Furbay  attended  the  normals  at  New 
Philadelphia,  with  most  beneficial  results.  His 
first  school  was  a  rural  in  Mills  township, 
which  he  took  charge  of  in  1893  and  taught 
for  two  years.  He  then  went  to  Uhrichsville, 
where,  for  the  past  ten  years,  or  since  his 
advent  there,  he  has  officiated  as  principal  of 
the  Trenton  Avenue  building,  with  the  ex- 
ception of  one  year,  when  he  was  principal 
of  the  old  Uhrich  street  building.  Mr.  Fur- 
bay is  assisted  by  seven  well-trained  teachers, 
and  the  approximate  number  of  pupils  in  at- 
tendance is  250.  The  teacher  of  the  First 
Primary  Grade  is  Miss  Jeannette  Richardson, 
who  has  occupied  this  position  twelve  years ; 
Miss  Anna  E.  Hetter  has  been  teaching  for 
ten  years. 

Mr.  Furbay  was  married  in  1893  to  Miss 
Clemmie  M,illiken,  of  TusoaraWas  county, 
Ohio,  and  they  have  a  promising  family  of 
two  sons  and  one  daughter,  two  of  whom 
are  now  attending  school.  Mr.  Furbay  is  a 
member  of  the  Ohio  Teachers'  Reading  Circle, 
the  Eastern  Ohio  Teachers'  Association  and 
the  Tuscarawas  County  Teachers'  Institute, 
and  he  with  his  family  are  attendants  of  the 
Christian   Church. 


588 


W.     L.    ATWELU 


For  about  a  third  of  a  century  the  above 
named  gentleman  has  been  actively  identified 
with  the  world  of  education  —  fifteen  years  as 
a  student,  seventeen  years  as  an  instructor, 
and  his  scholarship  and  ability  are  indis- 
putable. 

Mr.  Atwell  is  a  native  Buckeye,  having 
been  born  in  Newton  township,  Muskingum 
county,  April  15,  1868,  his  father  being  Jesse 
H.  Atwell,  a  native  of  Montgomery  county, 
Ohio,  who  was  also  a  school  teacher,  while  his 
mother,  Elizabeth  (Lyle)  Atwell,  was  a  native 
of  Muskingum  county,  Ohio.  He  had  two 
sisters  and  a  brother,  and  the  latter,  Elmer  E. 
Atwell,  is  superintendent  of  school  at  Hem- 
lock, Perry  county,  Ohio. 

Our  subject's  first  educational  training  was 
secured  in  a  nine  years"  attendance  in  a  sub- 
district  school  of  Muskingum  county,  followed 
by  a  year  at  Fultonham  Academy,  two  years 
at  the  Ohio  University,  Athens,  two  full 
years  at  the  Normal  School  at  Ada,  from 
which  he  received  the  degree  of  Bachelor  of 
Science,  and  one  term  in  the  Wooster  Univer- 


sity. In  1877  Mr.  Atwell  taught  in  Muskin- 
gum county  his  first  school,  remaining  there 
two  years.  He  taught  in  Perry  county  four 
years,  and  then  became  superintendent  of 
the  schools  at  Jacksontown,  Licking  county. 
For  seven  years  he  held  this  position,  when 
he  accepted  the  superintendentship  of  the 
schools  at  Johnstown,  Monroe  township.  Lick- 
ing county,  the  onerous  duties  of  which  he 
continues  to  most  effectively  discharge.  He 
has  six  capable  assistants,  and  the  average  at- 
tendance of  pupils  is  210. 

Mr.  Atwell  owns  a  high  school  life  certifi- 
cate, and  two  diplomas  of  the  Ohio  Teachers' 
Reading  Circle,  of  which  organization  he  was 
a  member  twelve  years.  He  has  been  on  the 
county  board  of  examiners  for  over  three 
years,  is  secretary  of  Monroe  township  for 
the  O.  T.  R.  C,  and  holds  membership  in  the 
Church  of  Christ,  the  Licking  County  Teach- 
ers' Institute,  the  Knights  of  Pythias,  Odd 
Fellows,  and  Modern  Woodmen  of  America. 
In  1890  he  was  united  to  Miss  Etta  C.  Ever- 
sole,  of  Mount  Perry,  Ohio,  and  they  have 
one  child,  a  daughter,  now  in  her  twelfth  year. 


689 


CLEMENT    L.    MARTZOLFF 


This  gentleman  is  known  as  a  scholar,  a 
close,  assiduous  student,  a  clear,  concise 
demonstrator,  a  learned,  reliable,  unbiassed 
historian  and  a  lucid,  brilliant  writer  as  well 
as  a  most  successful  lecturer.  In  him  the  great 
public  school  system  of  Ohio  has  an  earnest, 
energetic,  accomplished  champion  and  an  in- 
structor of  finished  qualifications. 

Professor  M.\rtzolff  is  a  native  Ohioan, 
born  in  IStiO  in  Perry  county,  and  his  child- 
hood was  passed  on  the  farm  of  his  father, 
Jacob  Martzolff,  a  prosperous,  highly  es- 
teemed agriculturist.  He  attended  the  coun- 
try school  some  years.  He  then  entered  Cap- 
ital University  at  Columbus,  Ohio.  This  was 
followed  by  work  in  the  Ohio  University  at 
Athens,  Ohio,  and  Harvard  University  at 
Cambridge,  Mass.  In  1889,  same  year,  he 
began  his  pedagogical  career  as  a  teacher  in  a 
country  school,  but  shortly  afterward  was  as- 
signed to  the  Lutheran  Parochial  School  at 
Circleville.  His  promotion  henceforth  was 
rapid.  From  Circleville  he  was  called  to  the 
Buchtel  School  in  Athens  county,  Ohio,  and 
appointed  its  superintendent,  ably  discharg- 
ing   the    duties    of    the    position    three    years. 


when  he  was  given  charge  of  the  High  School 
at  Glenford  for  a  year,  resigning  to  become 
superintendent  of  the  school  at  Junction  City, 
Perry  county.  This  office  Professor  Martzolff 
held  two  years  and  eight  days,  only  tender- 
ing his  resignation  to  become  superintendent 
of  schools  at  New  Le.xington,  Ohio,  in  li)01, 
and  he  still  continues  to  most  efficiently  dis- 
charge the  duties  of  this  responsible  posi- 
tion. 

Professor  Martzolfif  is  a  trustee  of  the  Ohio 
Archaeological  and  Historical  Society,  a  mem- 
ber of  the  Ohio  Teachers'  Reading  Circle,  the 
American  Historical  Society,  the  National  Ge- 
ographical Society,  and  is  a  worshiper  in  the 
Lutheran  Church.  He  has  achieved  distinc- 
tion as  a  historical  writer,  and  in  1002  had 
the  honor  of  writing  the  "History  of  Perry 
County,''  a  task  that  was  accomplished  in  a 
highly  creditable  manner.  He  is  also  the  au- 
thor of  "Zane's  Trace,"  a  historical  descrip- 
tion and  review  of  the  first  road  in  Ohio. 
Of  this  work  the  "Ohio  Educational  Monthly" 
for  August,  1904,  said :  "For  several  years 
Mr.  Martzolfif  has  been  making  investigations 
in    the    way    of    tracing    accurately    this    first 


590 


highway  in  Ohio,  and  no  time  or  expense  has 
been  spared  in  making  this  investigation 
thorough.  He  has  rendered  a  distinct  service 
to  our  State  which  all  readers  of  history  will 
not  be  slow  to  recognize.  He  has  demon- 
strated that  he  has  genius  for  original  investi- 
gations, and  this  article  is  a  monument  to  his 
patience  and  perseverance  in  a  line  of  work 
that  is  very  valuable."  Copies  may  be  had  from 
the  author,  postpaid,  for  twenty-five  cents. 
Professor  Martzolff  has  also  been  successful 
as  a  deliverer  of  lectures  and  commencement 
addresses,  and  in  institute  work,  his  special- 
ties being  history  and  geography.  Among  the 
noteworthy  lectures  thus  far  given  by  him 
were :  "The  True  Aristocracy,"  "The  Little 
Red  School  House,"  "The  Sign  of  the  Cross," 
"Ohio  and  her  Century."  "The  Mammoth 
Cave,"  "Silas  Marner,"  and  "The  Flutes  of 
the  Gods,"  and  the   "Afterglow  of  Judaism." 


SADIE  COCHRAN 

This  lady  pursues  the  art  of  teaching  with 
her  whole  heart;  she  is  entirely  absorbed  in 
her  vocation,  and  possesses  in  a  rare  degree 
the  gift  of  knowing  how  to  impart  knowledge 
to  youthful  minds.  In  the  class  room  she  lays 
aside  all  perfunctory  austerities  and  puts  every 
scholar  in  her  presence  at  confiding  ease.  Her 
work  has  been  uniformly  successful  and  emi- 
nently satisfactory,  and  she  has  shown  those 
qualities  of  mind  and  heart  which  endear  her 
to  her  pupils  and  render  her  work  a  pleasure 
as  well  as  a  profit  to  those  under  her  instruc- 
tion and  to  those  in  authority  over  her. 

]\Iiss  Cochran  is  a  native  of  Ohio,  her 
birthplace  being  in  West  Lafayette,  on  the 
farm  of  her  parents.  Joseph  and  Mary  Coch- 
ran, and  the  family  comprised  five  sons  and 
two  daughters.  Her  early  educational  training 
was  secured  in  the  common  schools  of  West 
Lafayette,  which  she  attended  si.K  years,  and 
then  took  a  four  years'  course  in  the  High 
School.  Pursuing  her  scholastic  work  she  took 
a  year's  course  at  West  Lafayette  College,  and 
finally  graduated  in  lfl08  from  the  West  La- 
fayette Norma!  School. 

In  1900  Miss  Cochran  was  granted  a  teach- 
ers' certificate  and  for  a  year  taught  a  coun- 
try school  in  Coshocton  county,  Ohio,  going 
thence  in  1902  to  New  Comerstown,  where  she 
was  assigned  to  the  charge  of  the  Fourth 
Grade.  There  are  forty-three  pupils  in  this 
department  and  under  the  skilled  guidance  of 
Miss  Cochran  they  made  rapid  progress  in 
their  studies.  Miss  Cochran  is  a  member  of 
the  Ohio  Teachers'  Reading  Circle,  the  Tus- 
carawas County  Institute,  the  Eastern  Ohio 
Teachers'  Association,  and  the  local  teachers' 
reading  club. 

NELLENE  ZENTMEYER 

This  lady  has  a  natural  l)ent  and  proclivity 
for  the  teachers'  art,  and  hence  has  been 
achieving  substantial  and  most  creditable  suc- 
cess in  her  chosen  vocation.  Her  soul  is  in  her 
work,  she  is  ambitious,  faithful  and  conscien- 
tious,  untiring  in  her  efforts  to   promote   the 


welfare  and  advancement  of  her  pupils,  and, 
pos.sessing  in  an  unusual  degree  the  magnet- 
ism so  necessary  to  a  successful  teacher,  she 
is  able  to  influence  the  little  ones  through  the 
love  and  confidence  she  inspires. 

Miss  Zentmever  was  born  in  Dresden, 
Ohio,  on  the  farm  of  her  parents,  Enos  and 
Ella  Zentmeyer,  both  Ohioans,  the  former  a 
native  of  Warren  county,  the  latter  of  Mus- 
kingum county.  Her  education  was  obtained 
through  eight  years'  attendance  in  the  common 
schools  of  Dresden,  and  four  years  as  a  pupil 
in  the  Dresden  High  School,  from  which  she 
graduated  in  1901.  Later  Miss  Zentmeyer  took 
a  course  in  the  teachers'  training  school  of  the 
Ohio  University  at  Athens,  finishing  in  1904. 
She  began  her  professional  career  on  January 
1,  1902,  when  she  was  assigned  to  the  second 
grade  of  the  Dresden  school,  and  she  is  still 
at  the  head  of  this  department,  over  which  she 
supervises  with  consummate  skill   and   ability. 

Miss  Zentnieyer's  paternal  grandfather  was 
a  Methodist  minister  of  prominence  in  Warren 
county,  Ohio.  She  has  resided  in  Dresden  her 
entire  life  and  all  her  life  interests  arc  centered 
here.  She  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  also  of  the  Teachers'  County 
Institute. 


VIRGINIA    RONEY 

The  commonwealth  of  Ohio  is  known  in 
many  respects  as  one  of  the  grandest  States  in 
the  American  federation,  but  there  is  no  one 
special  phase  in  which  it  excels  more  than  in 
the  efficiency  of  its  public  school  system,  the 
foundation  of  its  greatness  and  a  .source  of 
perpetual  pride  to  its  citizens.  The  men  and 
women  composing  that  great  body  known  as 
school  teachers,  are  representative  of  the  best 
brains  and  talent  of  the  State,  and  the  vast 
amount  of  good  they  are  daily  accomplishing 
is  beyond  calculation. 

Dresden  rejoices  in  the  possession  of  some 
of  the  best  equipped  schools  in  the  State,  of- 
ficered by  able  instructors  of  up-to-date  meth- 
ods. Among  the  ladies  of  the  staff  an  excel- 
lent success  has  been  achieved  by  Miss  Vir- 
ginia Roney,  who  is  in  charge  of  the  primary 
class  room.  Miss  Roney  is  q  native  of  Zanes- 
ville,  Ohio,  her  parents  being  Mary  and  C.  H. 
Roney,  the  latter  a  well-known  soldier  and 
business  man  of  Dresden.  Her  education  was 
secured  through  four  years'  attendance  at  the 
Zanesville  .schools,  a  course  at  the  Dresden 
High  School,  from  which  she  graduated  in 
1889,  a  year  in  the  Dresden  Normal  School, 
and  a  course  in  the  Teachers'  Training  School. 
Ohio  University,  Athens,  graduating  from  the 
latter  in  1903.  Miss  Roney  was  assigned  in 
charge  of  the  primary  grade  in  1889,  and  has 
continued  in  this  capacity  ever  since  with  un- 
interrupted success.  The  pupils  under  her 
supervision  average  fiftv  in  number. 

Miss  Roney  is  a  member  of  the  Ohio 
ers'  Reading  Circle,  the  Ohio  State  Teachers' 
Association,  the  Muskingum  County  Teachers' 
Institute,  the  Eastern  Ohio  Teachers'  Associa- 
tion, and  the  Kismet  Literary  Club,  a  local  or- 
ganization. 


591 


CHARLES    J.    BRITTON 


The  above  named  gentleman,  whose  Hfe 
has  been  wrapped  up  in,  and  actively  con- 
nected with  affairs  educational,  as  a  public 
educator  of  the  successful  type,  is  widely 
known  to  his  colleagues  and  to  the  public. 
He  conies  from  an  old  cavalier  family  of  the 
Virginia  type,  who  emigrated  to  this  country 
from  England  along  about  the  time  of  the 
active  contest  between  Cromwell  and  Charles 
the  First. 

The  subject  of  this  sketch  was  born  near 
Williamsburg,  Ohio,  July  3.  18fi8.  After  pass- 
ing through  the  various  grades  of  the  public 
schools,  and  graduating  from  the  high  school 
of  his  native  village,  he  attended  school  for  a 
time  at  the  National  Normal  University  at 
Lebanon,  Ohio,  and  began  his  career  as  a 
teacher  near  OIney  Illinois.  After  a  short 
experience  in  the  grades  at  that  place  he 
attended  the  University  of  Michigan,  for 
further  preparation  for  his  life  work  in  deal- 
ing with  affairs  educational.  Later  he  spent 
a  part  of  a  year  in  travel  abroad.  On  his 
return  he  became  principal  of  a  school  in 
Fletcher,  later  was  elected  superintendent  at 
DeGrafF,  Ohio,  which  position  he  held  for 
eight  years.  He  left  a  lasting  impress  on 
these  schools  by  building  up  a  splendid  high 
school.  During  his  entire  period  of  service 
at  DeGraff  he  was  a  member  of  the  Board 
of   School   examiners    for   Logan   County. 


His  next  field  of  operation  was  at  Galli- 
polis,  where  he  served  as  sitperintendent  of 
City  Schools  for  four  years,  from  which 
position  he  resigned  to  accept  the  superin- 
tendency  at  Kenton,  Ohio,  which  position  he 
held  two  years,  and  which  he  recently  resigned 
to  accept  a  place  as  representative  of  the  Am- 
erican Book  Co.,  in  their  high  school  and 
college   department. 

In  all  his  school  work  Mr.  Britton  mani- 
fested a  great  capability,  both  in  the  class 
room  and  as  executive  head  of  the  schools 
under  his  control.  This  is  evidenced  by  the 
fact  that  throughout  his  long  career  as  a 
school  man  he  was  compelled  to  resign  from 
every  position  he  held  under  protest  from  the 
students  whom  he  met  in  class  room,  teachers, 
board  of  education  and  the  pul)lic  whom  he 
served,  in  order  that  he  might  receive  the 
promotion   his   talents   merited. 

In  addition  to  the  life  certificates,  degrees 
and  honors  usually  bestowed  on  a  man  of  his 
experience  and  capacity  for  work,  we  might 
add  that  he  is  a  member  of  the  Methodist 
Church,  the  Ohio  Teachers'  Reading  Circle, 
the  Northwestern  Ohio  Teachers'  Associa- 
tion, the  Association  of  Superintendents  and 
High  School  Principals,  and  the  National 
Educational  Association.  He  also  holds  mem- 
bership in  the  U.  C.  T.,  the  Society  of  B.  P. 
O.  E.,  and  is  a  prominent  Knight  Templar  in 
the  Masonic  Order. 


592 


JAMES    E.    KINNISON 


This  gentleman  has  been  an  active,  valued 
factor  in  Ohio's  educational  world  for  about 
a  quarter  of  a  century.  He  has  been  super- 
intendent of  schools  at  Jackson  for  almost 
that  entire  time,  and  enjoys  a  reputation  re- 
flecting the  utmost  credit  upon  his  scholarship 
and   executive  ability. 

James  E.  Kinnison  was  horn  in  Jackson 
County,  Ohio,  his  father  being  Charles  S. 
Kinnison,  a  most  worthy  citizen,  who  was 
also  a  teacher,  in  addition  to  conducting  a 
successful  farm.  After  completing  the  gamut 
of  the  public  schools,  our  subject  entered  for 
a  course  at  the  Ohio  University  at  Athens, 
and  was  graduated  therefrom  in  1880.  Later 
in  the  same  year  he  began  work  as  superin- 
tendent of  the  Wellston  public  schools,  where 
he  remained  but  one  year,  when,  attracting 
the  attention   of  the  board  at  Jackson,   Ohio, 


they  elected  him  principal  of  their  high  school, 
and  in  1883  he  was  promoted  to  the  superii.- 
tendency,  in  which  capacity  he  has  since  re- 
mained. There  are  five  school  buildings  under 
his  supervision  and  all  the  several  depart- 
ments have  been  promoted  to  a  high  degree 
of  efficiency. 

Mr.  Kinnison  holds  membership  in  the 
Ohio  Teachers'  Reading  Circle,  the  South- 
eastern Ohio  Teachers'  .Association,  the  Na- 
tional Educational  Association,  the  Ohio  State 
Teachers'  Association,  the  Methodist  Church, 
and  in  secret  organizations  is  affiliated  with 
the  Masons  and  Knights  of  Pythias.  On  June 
8  1882,  he  was  united  in  marriage  to  Miss 
Emma  E.  Shadrach.  They  have  three  fine 
chil.dren,  a  daughter,  Lucille,  and  two  sons, 
Charles  and  Edgar. 


593 


EZEKIEL    WALLACE    PATTERSON 


Valuable  is  the  work  that  has  been  done 
in  the  educational  field  by  the  above  named 
gentleman,  and,  being  comparatively  young, 
he  still  has  a  wide  future  for  further  useful- 
ness and  distinction. 

EzEKiEL  Wallace  Patterson  was  born 
September  23,  1859,  in  Jackson  County,  Ohio. 
His  father,  Thomas  Wallace  Patterson,  who 
was  educated  in  Philadelphia,  Pa.,  was  quite 
prominent  in  public  life  and  served  most 
efficiently  as  auditor  of  Jackson  County.  He 
is  now  engaged  in  farming  in  that  county, 
and  is  known  as  a  most  estimable  citizen. 

Our  subject  attended  the  district  schools 
of  his  home,  and  on  completing  the  studies 
they  had  to  offer,  took  a  course  at  Marietta 
College,  from  which  he  graduated  in  1885 
with  honors.  He  also  performed  special  work 
at  Chautauquan  summer  school,  and  in  1883 
began  his  professional  career.  His  first  school 
was  at  Burlington,  New  Jersey,  whence,  after 
two  years'  good  service,  he  went  to  Jackson, 


Ohio,  having  been  elected  principal  of  the 
high  school  at  that  point.  He  filled  this  posi- 
tion four  years,  then  taught  in  Portsmouth 
for  a  year,  when,  his  health  failing,  he  re- 
tired from  teaching.  In  1895,  having  regained 
his  strength,  Mr.  Patterson  again  entered  the 
educational  field,  this  time  as  superintendent 
of  the  schools  at  Wellston,  Ohio,  and  in  this 
capacity  he  still  continues.  He  has  raised 
the  schools  to  a  high  point  of  efficiency,  and 
enjoys  the  confidence  and  esteem  of  the  entire 
community. 

Mr.  Patterson  holds  a  high  school  life 
certificate  and  is  a  member  of  the  Ohio  Teach- 
ers' Reading  Circle,  the  Southeastern  Ohio 
Teachers'  Association,  the  Phi  Beta  Kappa 
and  Knights  of  Pythias.  He  is  also  an  elder 
in  the  Presbyterian  Church.  He  was  married 
in  1903  to  Miss  Essie  Warren,  a  lady  of  most 
admirable  traits  of  character,  and  they  reride 
in  Wellston. 


594 


WILLIAM    T.    HEILMAN 


This  gentleman  was  born  in  Eaton,  Preble 
County,  Ohio,  May  2,  1801,  and  shortly  after 
this,  with  his  parents  removed  to  Jackson 
Township,  where  he  received  the  rugged  train- 
ing attendant  upon  farm  life.  His  teens  were 
spent  in  the  country  schools  and  in  a  high 
school  one  year  at  Plymouth,  Ohio.  At  the 
age  of  eighteen  he  taught  a  spring  term  of 
school  in  Lanier  Township,  Preble  County, 
and  in  September,  1880,  entered  the  Ohio 
State  University,  where  he  studied  two  years 
and,  returning  to  Preble  County,  resumed 
teaching  in  Lanier  Township,  having  charge 
of  a  school  near  Gratis  until  1884.  He  next 
taught  for  two  years  in  the  schools  at  Gratis, 
Ohio,  one  year  as  teacher  in  the  grammar 
grade,  the  following  year  as  principal.  Fail- 
ing in  re-election  he  taught  in  the  schools  of 
Lanier  Township,  (with  the  exception  of  one 
year  in  a  school  at  College  Corner,  Ohio,)  up 
to  1891,  when  he  was  recalled  to  Gratis,  and 
taught  most  successfully  until  1894,  when  he 
was  elected  to  the  principalship  at  West 
Alexandria,  where  he  served  the  people  most 
faithfully  up  to  1897,  when  he  resigned  to 
enter  mercantile  life.  This  not  proving  con- 
genial to  his  tastes  he  returned  to  the  educa- 


tional field  of  labor.  One  of  the  teachers  of 
the  high  school  at  Germantown,  Ohio,  resign- 
ing, Mr.  Heilman  was  elected  to  complete 
the  unfinished  term  of  six  months.  On  com- 
pleting the  term  he,  in  1899,  was  elected 
superintendent  of  the  public  schools  at  Canal 
Winchester,  Ohio,  continuing  there  until  1903, 
when  he  was  elected  teacher  of  physics  in  the 
Columbus  schools,  and,  after  a  year  of  ser- 
vice, resigned  to  accept  the  superintendency 
of  the  Canal  Winchester  schools  again,  the 
people  there  showing  their  appreciation  of  his 
work  by  advancing  his  salary  to  a  figure  much 
greater  than  they  had  ever  given  before. 
This  position  he  continues  to  most  efficiently 

mi 

While  at  Gratis,  Ohio,  Mr.  Heilman  was 
appointed  County  Examiner  of  Preble  County, 
and  ably  served  in  that  capacity  for  seven 
years.  In  December,  1893,  he  received  a  life 
certificate.  Mr.  Heilman  has  always  been  a 
student,  working  out  nearly  all  that  is  re- 
quired for  a  college  degree,  so  that  by  execut- 
ing the  required  work  at  the  Ohio  University,^ 
he  received  the  degree  of  Bachelor  of  Philoso- 
phy in  1904.  In  the  special  field  of  mathe- 
matics and  physics,   in  addition   to   his  other 


595 


accomplishments,  Mr.  Heilman  is  an  acknowl- 
edged authority.  He  delights  in  these  studies 
and  possesses  in  a  high  degree  the  rare  gift 
of  being  able  to  easily,  freely  impart  his 
knowledge  comprehensively  to  others.  Be- 
sides his  scientific  attainments  Mr.  Heilman 
makes  a  pleasure  study  of  botany,  being  a 
great  lover  of  Nature,  that  wonderful,  uni- 
versal mother.  While  especially  infatuated 
with  science  Mr.  Heilman  despises  nothing 
that  may  tend  to  broaden  his  mind.  He  is  a 
member  of  the  Ohio  State  Teachers'  .Associa- 
tion, the  Ohio  Teachers'  Reading  Circle  since 
1884.  the  Association  of  Ohio  Teachers  of 
Mathematics  and  Science,  is  a  faithful  attend- 
ant upon  the  County  Institute  and  the  County 
Teachers'  Association,  and  is  affiliated  with 
the  Masonic  Order,  Odd  Fellows,  Knights  of 
Pythias,  the  Ohio  Archaeological  and  His- 
torical Society,  and  the  Ohio  State  Academy 
of  Science. 


MISS    BESSIE    M.    CORLETT 

Among  the  young  lady  educators  of  Cleve- 
land, Ohio,  who  have  amply  demonstrated 
their  fitness  and  capacity  for  the  strenuous 
positions  which  they  are  successfully  filling, 
is  Miss  Bessie  M.  Corlett,  the  popular  prin- 
cipal of  the  Miles  Building.  Although  one  of 
the  younger  generation  of  teachers  her  pro- 
gress has  been  rapid,  her  natural  ability  and 
thorough  training  enabling  her  to  forge  to 
the  front  in  many  years'  less  time  than  some 
of  her  predecessors. 

Bessie  M.  Corlett  was  born  in  Cleveland, 
Ohio,  her  father  being  Robert  Corlett.  a  car- 
penter and  builder,  and  her  education  was 
secured  in  the  public  schools  of  that  city. 
After  graduating  from  the  Central  High 
School,  she  took  a  course  in  the  Cleveland 
Normal  School,  and  was  graduated  from  that 
institution  in  1890.  Shortly  afterward  she 
was  appointed  teacher  at  Miles  Park,  and 
after  giving  satisfactory  services  there  for 
six  years  was.  in  1901,  promoted  to  the  prin- 
cipaiship  of  the  Miles  School,  a  position  she 
has  since  continued  to  fill  with  dignity,  effici- 
ency, and  signal  ability. 

Born  in  187()  —  the  centennial  year  of  Am- 
erican independence.  Miss  Corlett  has  proved 
herself  a  true  daughter  of  the  American  Re- 
public, and  her  success  and  popularity  are 
thoroughly   deserved. 


MISS    ADA    G.    MINE 

The  Hine  family  has  been  a  most  liberal 
contributor  of  teachers  for  service  in  the  grand 
public  educational  system  of  Ohio :  besides 
our  subject  there  were  five  sisters  who  de- 
voted many  years  to  the  arduous  work  of 
public  school  teaching. 

Miss   Ada  G.   Hike  was  born   in   Poland, 


Ohio,  her  father  being  Abraham  S.  Hine,  a 
farmer  of  that  locality.  She  attended  the 
district  school  and  afterward  took  a  course 
of  studies  in  the  Poland  Seminary,  graduat- 
ing from  that  institution  in  1873.  Her  first 
position  in  a  professional  capacity  was  as 
teacher  in  the  school  at  Canfield,  Ohio.  After 
two  years'  service  there  she  taught  in  the 
Poland  Seminary  for  a  year.  In  1870  she 
accepted  a  position  in  the  graded  schools  of 
Mount  Ayre,  Iowa,  where  she  remained  two 
years.  On  returning  to  Ohio  she  taught  one 
year  in  Cortland  and  ten  years  in  the  public 
schools  of  Oberlin.  Miss  Hine  was  then 
called  to  Cleveland,  Ohio.  The  first  year's 
service  was  divided  between  the  Kinsman  and 
the  Warren  street  schools.  Four  years  were 
spent  in  Warren  School  in  the  capacity  of 
assistant  principal.  One  year  was  spent  in 
Dunham  and  Outhwaite  schools.  When  the 
Barkwill  school  was  opened  in  1896  she 
accepted  the  position  of  principal.  Five  years 
later  she  was  promoted  to  the  principalship 
of   the  Tod   School,  her  present  position. 

Miss  Hine  is  a  member  of  the  National 
Educational  Association,  and  Northeastern 
Ohio  Teachers'  Association,  and  of  the  Ply- 
mouth Congregational  Church. 


ALTA     M.    WALLER 

The  higli  status  upon  which  rests  the  repu- 
tation of  Ohio's  public  school  instructors  is 
not  allowed  to  deteriorate,  but  is  kept  ever  up 
to  the  most  finished  plane  of  excellence  by 
the  constant  addition  of  new  instructors  of 
modern  methods  and  thorough  ability.  Thus 
is  maintained  at  the  greatest  point  of  effective- 
ness the  pride  of  the  Buckeye  State  —  its  mag- 
nificent public  school  .system. 

A  comparatively  recent  addition  to  the 
army  of  active  school  potentates  in  Muskin- 
gum County,  was  Miss  .Alt.a  M.\bel  Waller, 
a  popularly  known  young  lady,  who  has  beer* 
assigned  to  the  charge  of  the  Second  Grade 
in  the  school  at  Nashport,  Ohio, 

Miss  Waller  is  "native  to  the  manor  born," 
Nashport  being  her  birthplace,  and  her  par- 
ents. Margaret  A.  and  Homer  C.  Waller,  the 
latter  a  journalist  of  prominence,  well  known 
residents  there.  She  began  study  at  an  early 
age.  attended  the  Nashport  common  school 
for  seven  years  and  the  High  School  three 
years,  and  on  March  1!).  1904,  was  granted 
her  first  teacher's  certificate.  She  was  as- 
signed to  the  charge  of  the  second  grade  in 
the  Nashport  school,  where  she  has  about 
thirty  pupils  in  her  care,  and  the  minds  of 
the  little  ones  are  being  tenderly  yet  effectu- 
ally developed   under  her  tuition. 

!Miss  Waller  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  also  the  Muskingum 
County  Teachers'  Institute,  and  her  present 
success   presages   auspiciously   for   the   future. 


596 


GEORGE  A.   CHAMBERS 


The  present  efficient  Superintendent  of  schools 
at  Groveport,  Franklin  County,  Ohio,  has 
been  actively  engaged  in  the  public  school 
service  and  other  educational  work  for  upward 
of  twenty  years,  is  widely  and  most  favorably 
known  to  the  public.  His  grandfather,  a  na- 
tive of  the  North  of  Ireland,  was  one  of  the 
pioneer  settlers  of  Ohio,  and  both  his  parents 
were  born  in  this  State.  Both  are  now  de- 
ceased. Our  subject  was  born  in  Hocking 
county,  Ohio,  and  was  the  oldest  of  twelve 
children,  four  of  whom  became  teachers.  Mr. 
Chambers  received  his  early  education  in  the 
country  schools  of  Union  county,  Ohio,  was  a 
student  in  the  Richwood  High  School  and 
then  entered  the  Ohio  Wesleyan  University,  at 
Delaware,  graduating  in  1885.  He  first  began 
teaching  in  the  common  schools  of  Union 
county,  and  after  this  preliminary  experience 
became  Superintendent  at  Tarleton,  Pickaway 
county,  Ohio,  for  three  years,  then  held  sim- 
ilar positions  at  New  Holland,  Pickaway 
county,   for   two  years,   at  Plain  City  for  four 


years,  at  Delaware  for  three  years,  and  at 
Granville  for  two  years.  He  was  called  to 
Columbus  to  become  Principal  of  the  Ohio 
School  for  the  Blind,  and  ably  served  in  that 
capacity  for  five  years.  On  resigning  from 
that  position  he  went  to  Groveport  as  superin- 
tendent. This  was  about  a  year  ago,  and  un- 
der his  leadership  the  schools  are  being  devel- 
oped to  a  high  stage  of  excellence  and  effi- 
ciency, while  personally  he  has  attained  a  high 
degree  of  popularity  with  Groveport's  worthy 
citizens. 

Mr.  Chambers  holds  a  State  Life  Teachers' 
Certificate,  given  in  1894,  and  is  a  member  of 
the  Central  Ohio  Teachers'  Association  and 
the  Ohio  State  Teachers'  Association.  He 
likewise  is  a  member  of  the  Masonic  Frater- 
nity, being  a  Knight  Templar,  is  a  member  of 
the  Odd  Fellows  and  Modern  Woodmen  of  the 
America.  Mr.  Chambers  was  married  to  Miss 
Lucindu  Bigley,  and  they  have  a  pleasant  home 
in   Columbus,  Ohio. 


597 


PROF.    THOMAS    W.    SHIMP 


This  gentleman  has  l)een  active  in  the  pub- 
lic service  as  an  educator  for  almost  a  quarter 
of  a  century,  though  still  a  young  man,  and 
his  career  has  been  a  good  exemplification  of 
what  energy  and  perseverance  will  accomplish 
when  properly  directed. 

Professor  Shimp  was  born  in  Jay  County, 
Indiana,  in  1867,  son  of  Jesse  B.  Shimp, 
farmer,  and  though  his  early  life  was  a  rugged 
one  he  was  ever  ambitious  to  aspire.  He 
attended  the  county  school  near  his  home, 
also  the  Jay  County  Normal  School,  and 
while  pursuing  his  studies  he  taught  school 
for  eight  years,  not  experiencing  a  vacation 
during  that  entire  period.  Coming  to  Ohio 
he  took  a  two  years'  scientific  course  at  the 
Lebanon  Normal  College,  and  was  graduated 
with  the  degree  of  Bachelor  of  Science. 
Shortly  afterward  he  was  appointed  superin- 
tendent  of   schools   at    Sciotoville,   Ohio,   and 


on  leaving  there  he  was  superintendent  at 
Fort  Recovery,  Ohio,  for  six  years.  Thence 
he  went  to  Upper  Sandusky,  Ohio,  as  superin- 
tendent for  five  years,  and  in  1903  was  elected 
to  his  present  position  of  superintendent  of 
schools  at  Delphos,   Ohio. 

Profes.sor  Shimp  was  for  a  number  of 
years  county  examiner  in  Wyandotte  County, 
also  officiating  as  president  of  the  State  meet- 
ing of  county  examiners.  He  holds  member- 
ship in  the  Ohio  Teachers'  Reading  Circle, 
the  Ohio  State  Teachers'  Association,  the 
Northwestern  Ohio  Teachers'  Association  and 
the  Presbyterian  Church.  On  December  26, 
1893.  he  was  married  to  Miss  Ella  E.  Sheward, 
and  they  have  two  children  —  a  son,  Paul 
Brooks  Shimp,  aged  ten,  and  a  daughter,  Eva 
lone  Shimp,  aged  eight.  Professor  Shimp  has 
long  been  active  in  institute  work,  and  he  is 
most   favorably  known   in  educational  circles. 


598 


CHARLES    A.    KROUT 


This  gentleman's  active  experience  as  a 
public  educator  extends  over  a  period  of  a 
quarter  century,  during  which  time  he  has 
ever  been  steadily  advancing  in  scholarship 
and  in  his  profession,  and  his  reputation  is  of 
that  character  in  which  anyone  may  justly 
take  pride.  His  early  and  later  education 
were  most  thorough,  and  comprised  both  com- 
mon school  and  collegiate  studies. 

Ch.\rles  a.  Kroi't  was  born  in  Morrow 
County,  Ohio,  March  li,  1862,  son  of  Jacob 
Krout,  carpenter  and  builder,  and  after  attend- 
ing the  country  schools  he,  in  1879,  went  to 
Keokuk  County,  Iowa,  and  for  a  year  taught 
school  there.  Returning  to  Ohio  in  1880  he 
entered  the  high  school  at  Chesterville,  of 
which  the  father  of  the  famed  Dr.  Gunsauhis 
was  president  of  the  Board  of  Education,  and 
graduated  therefrom  in  188'2.  After  teaching 
for  a  year  in  Knox  County,  Ohio,  Mr.  Krout 
entered  Wittenberg  College,  graduating  in 
1887,  and  receivin.g  tlie  degree  of  Master  of 
Arts  in  1890.  On  leaving  college  he  was  ap- 
pointed superintendent  of  the  New  Burling- 
ton. Ohio,  .schools,  holding  that  position  two 
year.s,  when  he  went  to  Tififin,  Ohio,  and  after 
teaching  for  one  year  in  the  high  school,  was 
promoted    to    the    principalship    of    the    same. 


This  event  occurred  fifteen  years  ago,  and 
since  then,  under  Mr.  Krout's  able  manage- 
ment, the  school  attendance  in  the  high  school 
has  increased  its  average  from  132  to  257 
pupils.  Five  years  ago  Mr.  Krout  was  further 
honored  by  being  elected  superintendent,  an 
honor  fully  earned  and  well  deserved.  In 
1894,  it  may  here  be  mentioned,  he  took  a 
special  summer  course  at  Harvard  University, 
and  spent  the  summer  of  1895  in  England 
and  on  the  Continent. 

Mr.  Krout  is  president  of  the  Northwest- 
ern Ohio  Teachers'  Association,  and  a  mem- 
ber of  the  State  Teachers'  Association  and  an 
active  member  of  the  National  Teachers'  As- 
sociation. 

.\side  from  his  professional  duties  and 
associations  he  has  taken  an  active  interest 
in  fraternal  orders  and  in  the  Church.  While 
at  college  he  was  a  member  of  the  Alpha 
Tau  Omega  Fraternity  and  now  holds  mem- 
bership in  the  Royal  .Arcanum,  United  Order 
of  American  Mechanics,  Knights  of  Pythias 
and  is  a  Knight  Templar. 

He  is  a  member  of  the  General  Synod 
English  Lutheran  Church  and  has  represented 
that  organization  as  a  delegate  at  State  and 
National    Svnods. 


•m 


JAMES   M.   CARR 


Another  worthy  son  of  Guernsey  couiify 
who  has  devoted  his  life  to  school  lahors  is 
Mr.  James  M.  Carr,  born  March  7,  1867. 
His  parents,  John  Carr  and  Mary  (Montgom- 
ery) Carr  were  Irish  born,  but  came  to  this 
<:onntry  in  the  sixties.  The  father,  after 
niarrymg  in  Philadelphia,  Pa.,  settled  on  a 
farm  in  Guernsey  county,  Ohio,  where  his 
sons  were  raised  and  educated.  James  M. 
Carr  attended  a  country  school  until  he  was 
sixteen,  and  after  taking  a  four  years'  course 
at  Muskingum  College,  graduated  with  the 
degree  of  Bachelor  of  Arts  in  1901.  He  also 
did  work  in  the  teachers'  training  course  at 
Ada  Normal  University.  In  188.5,  before  go- 
ing to  College,  I\rr.  Carr  taught  the  Hopewell 
School.  Guernsey  county,  and  gave  fifty-six 
months  to  other  district  schools  in  said  county 
before  accepting  the  superintendencv  of  the 
Washington  schools  in  1892.  After 'two  suc- 
cessful terms  there,  he  moved  to  Frazeysburg 
and  spent  nine  years  in  advancing  that  com- 
munity's interests  to  its  present  state  of 
proficiency.      Licking    township,    Muskingum 


county,  engaged  his  services  during  the  1902-3 
term.  In  1904  he  took  hold  of  the  reins  at 
Cambridge. 

These  schools  are  well  known  throughout 
eastern  Ohio,  and  are  acknowledged  an  im- 
portant charge,  employing,  as  they  do,  forty- 
four  teachers  and  one  special  instructor  in 
music,  and  enrolling  approximately  2,000 
scholars,  or  about  twenty  percent  of  the  popu- 
lation of  Cambridge.  The  four  handsome 
school  buildings  which  accommodate  about 
oOO  pupils  each  are  a  just  source  of  pride  to  the 
men  who  created  them  and  are  ever  watchful 
of  their   interests. 

Mr.  Carr  married  Miss  Annie  Mendcnhall 
of  Frazeysburg  in  189.'),  one  child  lives  to  re- 
cord the  union.  Since  1901  James  M.  Carr 
has  represented  Muskingum  county  in  the 
Ohio  Legislature,  and  is  very  popular  with 
his  acquaintances  and  Brother  Masons,  col- 
leagues in  various  teeachers"  educational  asso- 
ciations, etc.,  such  as  the  National  Educational 
.Association,  O.  S.  T.  Association.  E.  O.  T. 
Association,  O.  T.  Federation  and  Ohio  Teach- 
ers' Reading  Circle. 


600 


PROF.    JOHM   C.   SEEMANN 


Is  a  teacher  whose  whole  life  has  been  devoted 
to  the  cause  of  popular  education ;  his  single 
and  controlling  thought  how  best  to  promote 
its  interest.  Intense  in  his  purposes  and  de- 
sires, sincerely  zealous  and  loyal  in  his  labors, 
he  has  little  sympathy  with  those  who  are  dis- 
loyal or  indifferent.  Whether  as  teacher  or 
superintendent,  he  has  ever  felt  it  to  be  a 
conscientious  duty  and  pleasure  as  well  to 
devote  his  untiring  efforts  to  the  development 
and  progress  of  his  pupils.  Be  the  standard 
ever  so  high  he  has  sought  to  place  it  still 
higher, 

John  C.  Sf.e.m.vnn  was  born  at  Berlin, 
Holmes  county,  Ohio,  May  14,  18fi3,  and  was 
reared  on  the  farm  of  his  father.  Charles  See- 
niaim.  He  attended  the  village  schools  of 
Berlin,  and  later  a  cour.se  of  studies  at  the 
Ohio  Normal  University,  Ada,  Ohio,  graduat- 
ing from  that  institution  in  18!K)  with  the 
degree  of  Bachelor  of  Science.  Previous  to 
that  Professor  Seenian  had  had  considerable 
experience  as  a  teacher,  having  taught  school 
from  1884  to  188!l  in  winter  and  attending  to 
his  studies  in  summer.  In  the  fall  of  18IM)  he 
assumed  the  duties  of  superintendent  of 
schools  at  Republic,  Seneca  county,  Ohio, 
which  position  he  held  for  five  years,  and  dur- 
ing the  summer  of  18!)3  he  was  connected  with 


the  summer  normal  school  at  Bloomville, 
Ohio.  On  resigning  from  Republic  in  1895 
he  went  to  Athens,  Michigan,  as  superintend- 
ent, where,  in  four  years'  service,  he  brought 
the  schools  into  an  excellent  condition.  It 
was  with  regret  that  his  resignation  was  ac- 
cepted there  in  1899,  when  he  accepted  a  call 
to  Vermilion,  Ohio,  where  he  has  since  of- 
ficiated as  superintendent  with  constantly 
augmenting  success.  During  the  summers  of 
1901-2  he  was  connected  with  the  summer 
schools  of  Heidelberg  University.  During 
the  twenty  years  he  has  been  a  school  teacher 
Professor  Seeniann  has  also  officiated  as  super- 
intendent of  Sunday  schools. 

In  1901  Professor  Seemann  was  appointed 
a  member  of  the  Erie  County  Board  of  School 
Examiners,  and  still  serves  on  that  body.  He 
was  among  the  first  in  Holmes  county  to  take 
up  the  work  of  the  County  Teachers'  Reading 
Circle,  organized  the  Seneca  county  branch 
of  that  association,  and  was  the  first  to  receive 
a  diploma  from  that  organization  in  the  latter 
county.  He  is  a  member  of  the  Masonic 
Order,  the  Maccabees,  the  Northwestern  Ohio 
Teachers'  Association,  the  Ohio  State  Teach- 
ers' Association,  and  the  Methodist  Episcopal 
Church.  In  1892  he  was  married  to  Miss  Lib- 
bie  Eastman,  and  they  have  a  bright  boy,  who 
lias  been  named  Herman  E.  Seemann. 


601 


PROF.    SAMUEL    HERRICK    LAYTON 


In  the  above  named  gentleman  the  city  of 
Gallipolis  possesses  one  of  the  best  tinaHfied 
superintendents  in  the  State,  one  who  has 
achieved  marked  success  in  his  work.  Pro- 
fessor Layton  is  of  Ohio  birth,  having  been 
born  in  Licking  County  in  1866,  son  of  Fran- 
cis Marion  Layton.  a  prominent  farmer.  He 
early  attended  the  country  and  village  schools. 
and  later  took  a  full  course  at  the  Ohio  Wes- 
leyan  University  at  Delaware.  He  pursued  a 
thorough  course  in  pedagogy  in  the  Ohio 
Normal  University  at  Ada,  Ohio,  and  has  also 
pursued  extensive  post-graduate  courses  in 
other  universities.  The  following  degrees 
have  been  conferred  upon  him.  Bachelor  of 
Science,  Bachelor  of  Literature,  Master  of 
Arts  and  Doctor  of  Philosophy. 

Professor  Layton  first  began  teaching  at 
Jacksontown,  Ohio,  and  before  leaving  was 
promoted  to  the  superintendency.  Thence  he 
went  to  Dublin,  Ohio,  as  superintendent,  then 


to  Worthington,  Ohio,  in  the  same  capacity. 
Subsequently  he  was  superintendent  consecu- 
tively at  Mechanicsburg  and  Barnesville, 
Ohio,  and,  two  years  ago,  was  elected  superin- 
tendent at  Gallipolis.  During  his  last  year  at 
the  Ohio  Wesleyan  University,  1896.  he  was 
an  instructor  in  English.  Professor  Layton 
holds  a  high  school  life  certificate  with  very 
liigh  grades,  and  has  membership  in  the  Ohio 
Teachers'  Reading  Circle,  the  Southeastern 
Ohio  Teachers'  Association,  the  Ohio  Teach- 
ers' Association,  the  National  Educational  As- 
sociation, the  Junior  Order  of  United  Ameri- 
can Mechanics,  and  is  president  of  the  Tri- 
State  Teachers'  Association.  He  was  county 
examiner  in  Champaign  County  for  two  years, 
and  is  now  city  examiner  of  Gallipolis.  In 
1896  he  was  married  to  Miss  Minnie  M. 
Brashares,  and  both  hold  membership  in  the 
Methodist  Episcopal  Church.  Prof.  Layton 
is  now  president  of  the  Epworth  League  of 
this  church. 


602 


MORRIS   A.    HENSON 


In  the  admirable  public  school  system  of 
Ohio  the  schools  of  Gallipolis  have  long  been 
recognized  as  among  the  best  regulated  and 
efficient,  and  some  of  our  foremost  educators 
have  labored  there. 

Of  those  at  present  in  service  an  honored 
position  is  occupied  by  Mr.  Morris  A.  Hen- 
son,  principal  of  the  Gallipolis  High  School. 
This  gentleman  was  born  in  Hocking  County, 
Ohio.  February  11,  1864,  son  of  Andrew  Hen- 
son,  bookkeeper  and  furnaceman,  and  his 
fir.st  education  was  obtained  in  a  furnace 
school.  Later  he  went  to  the  high  school  at 
Jackson,  Ohio,  graduating  in  1883.  On  leav- 
ing   school    he    taught    for    four    years    in    a 


country  school,  and  then  entered  Ohio  Uni- 
versity at  Athens,  for  a  pedagogical  course. 
On  graduating  in  1892  he  was  elected  superin- 
tendent at  McArthur,  Ohio,  and  continued 
there  eleven  years,  or  up  to  1903,  when  he  was 
called  to  Gallipolis,  and  has  since  served 
efficiently  there  as  principal  of  the  high  school. 
Mr.  Henson  is  a  member  of  the  Ohio  Teach- 
ers' Reading  Circle,  the  Ohio  State  Teachers' 
Association,  the  National  Educational  Asso- 
ciation, the  Southeastern  Ohio  Teachers'  As- 
sociation, the  Tri-State  Teachers'  Association, 
the  Methodist  Episcopal  Church,  and  is  also 
affiliated  with  the   Masonic  Order, 


603 


GUSTAV  A.   RUETENIK 


The  magnificent  status  to  which  the  schools 
of  Cleveland  have  attained  is  the  result  of  in- 
telligent effort  ably  directed,  the  liberal  ex- 
penditure of  public  moneys  for  the  public 
good,  and  the  selection  of  men  and  women 
of  superior  ability  as  public  instructors.  Thus 
the  Forest  City  has  indeed  cause  to  congratu- 
late itself  upon  its  admirable  school  system, 
which  is  amply  paying  and  repaying  itself 
by  producing  the  best  class  of  citizenship. 
One  of  the  best  known  educators  in  the  city 
is  Mr.  Gustav  A.  Ruetenik.  the  esteemed 
and  highly  successful  principal  of  the  South 
High  School.  This  gentleman  is  a  native 
Ohioan,  born  in  Tiffin,  and  is  the  son  of  the 
Rev.  Herman  Julius  Ruetenik. 

His  father,  beside  his  ministerial  capacity, 
was  also  president  of  the  Calvin  College  and 
professor  in  the  Heidelberg  College  at  Tiffin 
and  is  a  man  whose  benevolent  functions  have 
been  productive  of  much  good  in  the  world 
in  which  he  has  labored  and  for  whose  bene- 
fit he  is  still  nobly  at  work.  Our  subject 
obtained  the  rudiments  of  education  in  par- 
ochial schools  in  Cleveland,  and  then  followed 


preparatory  work  in  Calvin  College,  a  course 
of  studies  in  the  Mission  House  College  at 
Sheboygan,  Wisconsin,  and,  crossing  to  Eur- 
ope, a  course  of  studies  in  a  prominent  gym- 
nasium in  Prussia.  Returning  to  the  United 
States  and  to  Cleveland  when  twenty-one 
years  of  age  he  began  professional  life  as  an 
instructor  in  Calvin  College,  remaining  there 
four  years. 

The  next  four  years  saw  him  installed  as 
teacher  in  the  Central  High  School,  and  the 
following  eight  years  at  the  West  High 
School,  three  of  which  he  filled  in  the  capacity 
of  assistant  principal.  At  the  expiration  of 
that  period  in  18i)4  he  was  appointed  principal 
of  the  South  High  School,  and  still  fills  tliis 
responsible  position  in  a  manner  that  has 
thoroughly  tested  his  worth,  merits  and  ability, 
and  proved  thoroughly  acceptable  to  all  con- 
cerned. On  May  17,  1883.  was  consummated 
the  happy  marriage  of  Mr.  Ruetenik  with  Miss 
Lillie  E.  Closse ;  they  have  a  cheering  family 
of  five  girls  and  three  boys,  the  latest  arrivals 
the  felicitous  stork  brought  being  beautiful 
twin  girls.  Mr.  Ruetenik,  with  his  family  at- 
tends the  Congregational  Church. 


604 


WILLIS    FULLER   SEWALL 


The  public  library  is  a  leading  factor  in 
the  securing  of  a  liberal  education,  and  in 
developing  the  best  interests  of  a  community. 
Ohio  possesses  many  finely  stocked  and 
equipped  public  libraries,  one  of  the  best  of 
these  being  at  Toledo,  the  present  beautiful 
building  having  been  erected  by  the  city  some 
twenty  years  ago.  Its  efficient  and  widely 
known  librarian,  Willis  Fuller  Sewall,  is 
a  gentleman  of  broad  experience  and  most 
scholarly  attainments.  He  was  born  at  Ches- 
terville,  Maine,  August  12,  1886,  son  of  How- 
ard and  Florilla  ( Fuller)  Sewall,  the  former 
a  lumber  merchant,  and  he  was  given  a  sound, 
thorough  education. 

After  attending  Wilton  Academy,  Wilton, 
Maine,  and  graduating  in  1883,  he  went  to 
Westbrook  Seminary,  Deering,  Maine,  grad- 
uating therefrom  in  1886.  Then  followed  a 
full  course  at  Tufts  College,  Medford,  Massa- 
chusetts, and  graduation  in  1890.  While  there 
he  became  an  instructor  in  Elementary  French, 
during  the  second  half  of  his  senior  year,  and 
continued  in  that  capacity  for  the  two  years 


follovvmg  graduation.  He  was  also  an  in- 
structor in  elementary  English  composition 
and  assistant  in  the  college  library.  While  at 
Tufts,  Mr.  Sewall  held  a  prize  scholarship 
throughout  his  entire  course ;  was  editor  of 
his  class  annual  in  his  Junior  year,  by  vote 
of  his  class;  editor  of  the  college  paper  in 
his  senior  year,  by  vote  of  the  college  faculty, 
and  had  a  commencement  part.  In  the  fall 
of  1902  he  went  to  the  New  York  State 
Library  School  at  Albany  for  a  year,  and, 
following  that,  was  for  a  year  official  indexer 
to  the  New  York  State  Commission  in  Lun- 
acy. 

From  June,  1904,  to  June,  1905,  he  was 
engaged  at  the  Bryn  Mawr  College  Library, 
cataloguing  the  Sauppe  collection  in  classical 
philology,  which  embraced  editions  of  the 
Greek  and  Latin  authors,  as  well  as  philol- 
ogical works  in  German.  In  1895  Mr.  Sewall 
was  appointed  librarian  of  the  Wilmington 
Institute  Free  Library  at  Wilmington,  Dela- 
ware. The  climate  there,  however,  did  not 
prove  congenial,  and  after  four  years  of  ser- 


605 


vice  it  became  prudent  for  him  to  resign.  He 
returned  to  Livermore  Falls,  Maine,  his 
former  home  and  his  father's  present  resi- 
dence, and  gave  up  library  work  for  a  seasop 
While  at  Livermore  Falls  he  was  superintend- 
ent of  schools  for  a  year,  and,  at  the  same 
time  actively  interested  in  the  organization  of 
the  Livermore  Falls  Library  Association, 
which  subsequently  received  town  support  and 
became  free. 

On  September  1,  1903,  Mr.  Sewall  was 
made  librarian  of  the  Toledo  Public  Library, 
a  position  he  has  most  efficiently  filled  since 
his  appointment,  and  he  has  become  mo.st 
popularly  known  to  Toledo's  citizens. 

Mr.  Sewall  is  a  member  of  the  Delta 
Upsilon  Greek  letter  fraternity,  the  Ohio 
State  Library  Association,  and  the  American 
Library  Association. 

On  October  30,  1894,  he  was  married  to 
Miss  Kate  Louise  Howe,  of  Albany,  New 
York,  and  they  have  one  child,  a  promising 
boy  —  Howard  Howe  Sewall.  who  was  born 
October  14,  1890. 


MISS    MARY    E.   HOWLETT 

This  lady  is  a  principal  of  rare  tact  and 
ability  and  conspicuous  intelligence.  Her  rec- 
ord has  been  an  unusually  successful  one, 
even  in  a  city  like  Cleveland,  where  the 
highest  class  of  talent  is  to  be  found  among 
the  exponents  of  the  public  school  system  and 
her  rise  has  been  deservedly  rapid  and  fully 
earned. 

Miss  Mary  E.  Howlett  was  born  in 
Cleveland,  where  her  father,  Thomas  Howlett, 
is  a  retired  business  man,  and  her  education 
was  obtained  in  the  excellent  public  schools 
of  the  Forest  City.  After  graduating  from 
the  West  High  School,  she  took  a  course  in 
the  Normal  School  and  was  graduated  there- 
from in  1892.  Shortly  afterward  she  became 
a  teacher  in  the   Brownell  Building,  continu- 


ing there  for  three  and  a  half  years  when 
she  was  transferred  to  the  Gordon  Building, 
taught  for  a  year  there,  and  for  the  succeed- 
ing five  years  in  the  Waverly  Building.  Four 
years  ago  she  was  appointed  principal  of  the 
Lake  Street  School  and  has  filled  the  onerous 
duties  of  that  trust  with  most  signal  ability 
and  discrimination. 

Miss  Howlett  is  a  member  of  the  North- 
eastern Ohio  Teachers'  Association,  an  attend- 
ant of  the  Catholic  Church,  and  she  has  exer- 
cised a  most  beneficent  influence  in  the  educa- 
tional world. 


MISS   MARY  G.  STRACHAN 

Cleveland  has  long  been  noted  for  the 
large  number  of  its  women  principals  of 
schools,  and  the  able  manner  in  which  they 
discharge  their  duties  prove  them  to  be  fully 
as  efficient  as  their  colleagues  of  the  "sterner 
sex."  Among  these  distinguished  ladies  an 
honored  position  is  occupied  by  Miss  Mary 
G.  Strachan.  who  for  the  past  four  years 
has  been  principal  of  the  Warner  School 
Building. 

Miss  Strachan  is  of  alien  birth,  having 
been  born  in  the  historic  old  city  of  Glasgow, 
Scotland,  but  her  parents  went  to  Cleveland, 
Ohio,  when  she  was  of  tender  age.  and  her 
education  was  secured  in  the  public  schools 
of  that  city.  After  graduating  from  the  Cen- 
tral High  School,  she  took  a  Normal  Course, 
was  graduated  in  1894,  and  soon  afterward 
was  appointed  teacher  in  the  Huck  schoo'.. 
Three  years  later  she  was  transferred  to  the 
Fullerton  school,  taught  there  for  two  years, 
and  then  for  two  more  years  in  the  Broad- 
way Building,  when  she  was  promoted  to  the 
principalship  of  the  Warner  Building. 

Miss  Strachan  is  a  member  of  a  number 
of  educational  organizations,  an  attendant  of 
the  Miles  Park  Presbyterian  Church,  and  she 
has  filled  every  position  to  which  she  has  been 
called  with  marked  executive  ability. 


606 


NELSON    B.    YEARDLEY 


Music,  that  "sweet  dissembler."  has  long 
been  recognized  as  a  valuable  auxiliary  in  our 
public  school  system,  and  its  influence  may  be 
likened  much  to  the  same  as  the  action  of  oil 
upon  machinery;  it  relieves  strain  and  makes 
affairs  flow  more  smoothly  and  happily. 

The  popular  Supervisor  of  Music  in  the 
Newark  schools  is  Professor  Nelson  B. 
Yeardley,  a  thoroughly  accomplished  musi- 
cian and  highly  competent  instructor.  This 
gentleman  is  a  native  of  Ohio,  Zanesville  be- 
ing his  birthplace,  where  he  was  born  on 
January  25,  1863,  son  of  George  W.  Yeardley, 
who  was  engaged  in  the  cooperage  industry 
in  that  city,  and  he  was  one  of  a  family  of 
four  children,  of  whom  but  two  now  survive, 
our  subject  and  his  sister. 

Professor  Yeardley's  early  education  was 
obtained  in  the  public  schools  of  Parkersburg. 
West  Virginia,  followed  by  attendance  at  the 
State  Norma!  School  at  Fairmont,  West  Vir- 
ginia, on  leaving  which  he  entered  the  Cin- 
cinnati  College  of  Music  at   Cincinnati.   Ohio 


and  most  creditably  graduated  from  that  in- 
stitution in  1892.  Shortly  afterward  he  began 
teaching  music  in  the  public  schools  of  Park- 
ersburg, and  for  eight  years  also  conducted 
concert  work.  In  1901  he  went  to  Newark, 
Ohio,  and  was  appointed  Supervisor  of  Music 
in  all  the  public  schools,  and  he  has  fulfilled 
the  arduous  duties  attached  to  this  responsible 
position  with  the  most  substantial  results. 
He  also  gives  private  instructions  in  voice 
culture,  harmony,  etc.  A  notable  feature  of 
his  school  work  is  his  original  songs  for  all 
grades.  "Snow-flakes,"  one  of  his  primary 
songs  has  been  sung  in  nearly  every  State  in 
the   Union. 

Professor  Yeardley  is  a  member  of  the 
Music  Teachers'  National  Association,  and 
was  vice-president  of  that  organization  in 
West  Virginia  for  six  years  prior  to  coming 
to  Ohio.  He  also  has  been  its  special  delegate 
for  Ohio  the  past  three  years,  and  he  has 
exerted  a  strong,  yet  beneficent  influence  in 
the  musical  world. 


607 


CHARLES  SUMNER  BARRETT 


Charles  S.  Barrett  was  born  on  his  fa- 
ther's farm  near  Cadiz,  Harrison  County, 
Ohio.  His  ancestors  were  English,  having 
come  from  Chester  County,  England,  early 
in  the  eighteenth  century  and  settled  near 
Philadelphia.  His  grandfather  moved  to 
Eastern  Ohio  at  the  beginning  of  the  nine- 
teenth  century. 

He  received  his  early  education  in  the 
public  school  of  his  native  county,  and  at 
the  age  of  eighteen  entered  Hopedale  Col- 
lege at  Hopedale,  Ohio,  and  graduated  from 
that    institution   in    1885. 

His  first  experience  in  teaching  was  in  the 
country  school  which  he  had  attended  when 
a    boy. 

After  teaching  for  a  short  time  in  Hopedale 
College  he  was  elected  Principal  of  the  High 
School  at  Cadiz,  Ohio.  He  remained  at  Cadiz 
for  three  years  and  resigned  this  position 
to  accept  the  Principalship  of  the  Fifth  Ave- 
nue School  at  Columbus,  Ohio.     He  was  Prin- 


cipal of  this  school  until  he  was  promoted 
to  the  Principalship  of  the  New  South  High 
School  of  Columbus,  and  this  position  he 
now    holds. 

After  entering  the  Columbus  schools.  Mr. 
Barrett  availed  himself  of  the  opportunity 
of  doing  graduate  work  at  Ohio  State  Uni- 
versity, giving  special  attention  to  Psychology, 
Philosophy,  Pedagogy  and  History  of  Edu- 
cation. 

He  is  an  educator  of  studious  habits,  and 
has  always  given  his  best  energies  to  the  work 
of  his  profession. 

He  is  a  member  of  the  National  Teachers' 
As.sociation,  Ohio  State  Teachers'  Association, 
Central  Ohio  Teachers'  Association,  City 
Teachers'  Association  and  Central  Ohio 
Schoolmasters'  Club.  He  was  at  one  time 
President  of  City  Teachers'  .'Vssociation,  and 
was  the  first  secretary  of  Central  Ohio 
Schoolmasters'    Club. 


608 


PROF.  WILLIAM  JOHNS 


Much  of  the  efficiency  of  the  schools  of 
Massillon  is  due  to  the  services  of  the  above 
named,  who  has  been  engaged  as  a  public 
educator  in  tliat  field  of  labor  for  the  past 
fourteen  years  and,  since  1896,  has  been  prin- 
cipal of  the  Massillon  high  school,  in  which 
capacity  his  labors  have  been  productive  of  a 
vast   amount  of  good. 

Pkofessor  William  Johns  was  born  in 
Prideville,  West  Virginia,  in  1858,  son  of 
John  Johns,  a  miner  by  occupation,  and  he  is 
largely  a  self-made  man.  His  earlier  educa- 
tion was  secured  in  the  public  schools  of 
Maryland,  and  later  he  took  a  course  of  stu- 
dies in  the  Williamsport  Dickinson  Seminary, 
Williamsport,  Pennsylvania,  from  which  he 
graduated  in  1884  with  the  degree  of  Bachelor 
of  Science.     As  a  teacher  he  first  took  charge 


of  a  school  in  Cumberland,  Allegheny  Coimty, 
Maryland,  and  after  two  years'  initial  service 
there  he  went  to  Mount  Savage,  Maryland, 
for  a  year,  and  thence  to  Chester  Springs, 
Penn,sylvania.  where  for  two  years  he  as- 
sumed charge  of  the  school  for  soldiers'  or- 
phans. From  there  he  went  to  Massillon, 
Ohio,  as  an  assistant,  performing  such  satis- 
factory services  that  in  1896  he  was  promoted 
to  the  principalship,  in  which  capacity  he  still 
ably  continues  to  discharge  his  duties. 

Professor  Johns  holds  membership  in  the 
Masonic  Order,  the  Junior  Order  of  American 
Mechanics,  Tribe  of  Ben  Hur,  the  Ohio 
Teachers'  Reading  Circle,  and  the  Methodist 
Episcopal  Church.  In  1888  he  was  united  to 
Miss  Virgie  L.  Dart,  and  they  have  an  inter- 
esting family  of  three  daughters. 


609 


\ 


PROF.   C.   J.   BIERY 


Superintendent  of  schools  at  Wauseon,  Ohio, 
was  born  near  North  Georgetown,  Columbi- 
ana County,  in  1866.  His  father.  Rev.  John 
Biery,  is  a  minister  of  the  Reformed  Church, 
and  now  has  a  pastorate  at  St.  Joseph,  Mo. 
Professor  Biery  first  attended  school  in 
Youngstown,  Ohio,  and  later  was  for  four 
years  a  pupil  in  a  country  school.  He  next 
became  a  student  in  Calvin  College,  and  on 
completing  his  studies  there  entered  the  Ohio 
Northern  University  at  Ada,  Ohio,  from 
which  he  was  graduated  in  1889  with  the  de- 
gree of  Bachelor  of  Science,  and  later  re- 
ceived the  degree  of  Master  of  Science.  He 
first  began  teaching  in  Zaleski,  Ohio,  as  sup- 


erintendent, and  after  three  years'  service 
there  became  superintendent  at  Oak  Harbor, 
Ohio,  remaining  there  for  nine  years,  when 
he  was  elected  to  his  present  position,  which 
he  has  filled  to  the  utmost  satisfaction  of  his 
pupils,  his  assistants,  and  the  public. 

Professor  Biery  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Northwestern 
Ohio  Teachers'  Association,  the  Ohio  State 
Teachers'  Association,  the  Reformed  Church, 
the  Knights  of  Pythias  and  Knights  Templar. 
In  1890  he  was  married  to  Miss  Jennie  Lyon, 
and  they  have  three  fine  children  —  Marguer- 
ite,  Rosa,  and  Leland  Calvin   Biery. 


610 


S.  J.  WOLFE 


The  above  is  one  of  the  l)est  known  names 
among  Ohio's  prominent  educators,  and  its 
owner  has  long  and  most  favorably  been 
known  to  his  colleagues  and  the  public.  Mr. 
Wolfe  is  largely  self-educated  and  he  has  had 
a  most  extended,  valuable  experience  in  the 
educational  world.  He  was  born  October  18, 
184.").  in  Pickaway  county,  Ohio,  son  of  Samuel 
and  Eliza  Wolfe,  both  of  whom  were  natives 
of  Pennsylvania,  but  had  come  to  Ohio  and 
settled  in  Pickaway  county  in  1831,  near  Circle- 
ville.  He  had  a  brother,  W.  H.  Wolfe,  also  a 
teacher  and  once  principal  of  the  South  Build- 
ing, Lancaster,  and  a  sister.  Miss  Lizzie  M. 
Wolfe,  who  also  taught  school  in  Fairfield 
county. 

Our  subject  first  attended  the  rural  school  of 
his  Pickaway  home  for  twelve  years,  then  for 
two  years  was  a  pupil  in  a  Fairfield  county 
.school,  and  took  several  summer  courses  in 
normal  schools.  At  the  age  of  twenty  he  be- 
gan teaching  in  a  Pickaway  county  district 
school,  serving  a  year  there,  and  afterward  a 
similar  period  in  Fairfield  county,  then  back 
again  for  another  year  in  Pickaway  county, 
and  the  next  two  years  he  served  successfully 
as  principal  of  the  grammar  schools  at  Gallon 
and  Bucyrus.     In  1871  he  was  appointed  prin- 


cipal of  the  North  Building  in  Lancaster,  and 
from  that  year  until  tlie  present  has  been  prin- 
cipal of  the  North  and  South  Buildings  alter- 
nately. He  has  a  trained  corps  of  assistants, 
and  the  number  of  pupils  in  attendance  aver- 
age 480. 

Mr.  Wolfe  has  been  a  member  of  the  Fair- 
field County  Board  of  Examiners  since  1896, 
a  member  of  the  Lancaster  Board  of  Exam- 
iners the  past  four  years,  member  of  the  exec- 
utive conmiittee  of  the  Fairfield  County  Teach- 
ers' Institute  the  last  twelve  years,  was  for 
eight  years  treasurer  of  the  Fairfield  County 
Agricultural  Society,  and  he  holds  member- 
ship in  the  Masonic  order,  the  Ohio  Teachers' 
Association,  the  Central  Ohio  Teachers'  Asso- 
ciation, the  Ohio  State  Teachers'  Association, 
Fairfield  County  Tteachers'  Association,  the 
Presbyterian  Church,  where  he  has  held  the 
office  of  Elder  for  more  than  fifteen  years,  and 
also  the  Southeastern  Ohio  Teachers'  Associa- 
tion, of  which  he  was  Vice-President  in  1903. 
In  1897  Mr.  Wolfe  was  married  to  Miss  Mary- 
Hamilton,  an  estimable  lady,  who  for  a  number 
of  years  was  assistant  principal  in  the  Lancas- 
ter High  School.  He  is  still  active  in  the  edu- 
cational work,  relaxing  no  energy  in  his  chosen 
profession. 


611 


ALVA   D.   HANNUM 


An  active  part  has  been  taken  in  the  edu- 
cational world  the  past  score  of  years  by 
the  subject  of  this  notice,  and  his  reputation 
as  a  pubHc  instructor  is  permanent  and 
secure. 

Alva  D.  Hannum  is  a  native  of  Ohio's 
soil,  having  been  born  at  Long  Bottom,  this 
State,  March  8,  1868,  on  the  farm  owned  by 
liis  father,  William  J.  Hannum,  and  he  was 
■one  of  a  family  of  nine  children,  comprising 
five  boys  and  four  girls.  His  early  education 
was  secured  in  the  district  schools  of  his 
home  county,  and  subsequently  he  took  a 
course  in  the  college  at  Lebanon,  Ohio,  from 
which  he  graduated  in  1892.  His  services  as 
a  public  teacher  were  first  called  into  requisi- 
tion in  188G,  when  he  began  teaching  in  the 
idistrict    school    near    Long    Bottom,    continu- 


ing there  for  three  years,  after  which  he 
taught  at  Portland,  Ohio,  two  years,  then 
principal  at  Readvillc.  Ohio,  three  years,  and 
at  Tuppers'  Plains,  Oliio.  five  years,  and  then 
for  a  year  he  served  as  superintendent  at 
Grove  Citv.  He  was  honored  by  a  re-election 
to  this  position,  but  tendered  his  resignation. 
Two  years  ago  he  was  appointed  superin- 
tendent of  the  schools  at  Iberia,  Ohio,  and 
has  since  been  filling  the  position  to  the  com- 
plete satisfaction  of  the  entire  community. 

He  holds  membership  in  the  Ohio  Teach- 
ers' Reading  Circle  and  the  Ohio  Federation 
of  Teachers,  and  is  an  attendant  of  the  Dis- 
ciples' Church.  In  1893  he  was  united  in 
marriage  to  Miss  Emma  R.  Hawley,  and 
they  have  one  child,  a  boy  of  ten. 


612 


E.    A.    HOTCHKISS 


The  magnificent  school  system  of  Ohio  has 
long  been  a  source  of  much  pride  to  her 
citizens,  who  recognize  in  it  the  greatest  fac- 
tor in  the  advancement  of  the  commonwealth. 
Among  the  progressive  teachers  of  modern 
ideas  in  Ohio's  legion  of  public  instructors 
must  be  included  Mr.  E.  A.  Hotchkiss,  who 
is  at  present  the  popular  and  highly  efficient 
superintendent   at   St.   Marys. 

This  gentleman,  who  is  widely  known  in 
educational  circles,  is  a  native  Ohioan,  having 
been  born  at  Malta,  Morgan  County.  Janu- 
ary 4,  1871,  his  father  being  Henry  Hotchkiss, 
a  successful  farmer.  His  early  education  was 
received  in  the  public  schools  of  McConnclls- 
ville,  Morgan  County,  which  he  attended  up 
to  1888,  when  he  entered  Wesleyan  Univer- 
sity at  Delaware,  Ohio,  for  a  four  years' 
course,  graduating  therefrom  in  1902  with  the 
degree  of  Bachelor  of  Science.  Mr.  Hotch- 
kiss first  taught  in  a  district   school   in   Mor- 


gan County,  and  then  became  teacher  in  the 
.school  at  Malta,  Ohio,  his  birthplace.  From 
Malta  he  went  to  Tippecanoe  City,  where  he 
taught  for  three  years,  and  for  the  succeed- 
ing three  years  was  stationed  in  Delaware, 
l!)0(i  to  1002.  He  was  then  appointed  super- 
intendent at  Mechanicsburg,  Champaign 
County,  Ohio,  serving  in  that  capacity  from 
1!)02  to  1904,  when  he  was  called  to  St. 
Marys  as  superintendent,  and  in  this  newer 
field  of  labor  is  achieving  marked  success. 

Mr.  Hotchkiss  is  a  member  of  a  number 
of  educational  organizations,  among  them  be- 
ing the  Ohio  State  Teachers'  Association,  the 
Southwestern  Ohio  Teachers'  Association,  and 
the  County  Association,  while  he  is  also  in- 
terested in  the  Masonic  body,  holding  mem- 
bership in  Eastern  Star  lodge.  On  July  10, 
1902,  he  was  married  to  Miss  Margaret  Wells, 
a  lady  of  excellent  attainments,  and  both  are 
most  popularly  known  in  social  circles. 


613 


L.   E.   YORK 


Although  now  but  thirty-five  years  of  age, 
Mr.  York  has  been  an  active  factor  in  Ohio's 
pedagogical  fraternity  for  nearly  twenty  years, 
having  received  his  lirst  teacher's  certificate 
at  the  phenomenally  youthful  age  of  fifteen, 
when  he  taught  a  winter's  term  in  a  Portage 
county  district  school.  Mr.  York  is  a  native 
Ohioan,  born  in  Portage  county,  October  2, 
1869,  on  the  farm  of  his  parents,  J.  B.  and 
Anna  Margaret  York.  His  father  was  also  a 
school  teacher  and  our  subject  received  the 
benefit  of  his  valuable  experience  in  a  sound 
■home  training.  Mr,  York's  education  was  a 
mo.st  thorough  oTie.  For  ten  years  he  attended 
the  district  school  in  Portage  county,  follow- 
ing his  studies  with  four  terms  of  three 
months  each  in  Allegheny  College,  Meadville, 
Pa.,  and  then  taking  sixteen  terms  of  three 
months  each  in  !Mount  Union  College.  Alli- 
ance. Ohio,  graduating  from  the  latter  in  18!I4. 
with  the  degree  of  Bachelor  of  Science  and 
later  received  the  degree  of  Master  of  Philoso- 
phy. He  also  took  a  course  in  and  graduated 
from  King's  School  of  Oratory,  Pittsburgh. 
Pa.,  in  18il6.  and  spent  a  year  in  a  post- 
graduate course  in  Clark  University.  Worces- 
ter, ^lassachusetts. 


Mr.  York  first  taught  district  schools  for 
three  terms  in  Portage  county,  Ohio,  then 
was  in  charge  of  the  school  in  Randolph 
village  for  a  year,  and  subsequent  positions 
held  by  him  were  as  follows :  School  at  Gar- 
field. Mahoning  county.  Ohio,  four  years : 
Superintendent,  Newton  Falls  School,  Trum- 
bull county.  Ohio,  two  years ;  President  of 
and  teacher  in  Duquesne  College,  Pittsburg, 
Pa.,  one  year;  Superintendent  at  Kingsville. 
Ohio,  four  years,  and  since  1902,  Mr.  York 
has  officiated  most  creditably  as  superintendent 
of  the  Barnesville  schools. 

!Mr.  York  holds  both  common  and  high 
school  state  life  certificates,  was  president  of 
the  Christy  School  of  Pedagogy  at  .-Xshtabula. 
Ohio,  and  in  September.  1004  was  appointed 
school  examiner  for  Belmont  county.  .Among 
the  organizations  of  which  he  is  a  member  are 
the  following:  Masonic  Order.  Independent 
Order  of  Foresters.  Ohio  Teachers'  Reading 
Circle.  Ohio  State  Teachers'  .Association.  East- 
ern Ohio  Teachers'  Association,  the  National 
Educational  Association,  and  the  Methodi.st 
Episcopal  Church.  In  1897,  Mr.  York  was 
married  to  Miss  Grace  May  Williams,  of 
Braceville.  Ohio,  and  their  union  has  borne 
fruit   in   two   promising   children. 


614 


J.    L.   SELBY 


Since  beginning  his  professional  career  as 
a  public  instructor  some  fifteen  years  ago. 
Mr.  Selby  has  won  encomiums  and  success 
that  fully  entitle  him  to  be  classed  as  one  of 
Ohio's  prominent  representative  school  teach- 
ers. His  work  has  ever  been  productive  of 
the  most  appreciable  results. 

J.  L.  Selby  was  born  in  Butler  county, 
Ohio,  March  Jin,  ISiit],  son  of  William  Selby, 
a  prosperous  farmer  of  excellent  reputation, 
and  his  early  days  were  passed  amid  the  scenes 
incident  to  a  bucolic  life.  He  attended  the 
country  schools  of  his  birthplace,  and  the  Na- 
tional Normal  University  at  Lebanon  several 
times  previous  to  18it5  in  which  year  he  grad- 
uated from  the  university  with  the  degree  of 
Bachelor  of  Science.  For  a  few  years  prior  to 
1890  he  taught  in  district  schools  in  Darke 
county.  In  the  latter  year  he  was  elected 
principal  of  the  grammar  schools  of  Green- 
ville, Ohio,  and  after  serving  in  that  capacity 
for  three  years  he  was  promoted  to  the  higb 
school  as  first  assistant  in  which  position  he 
served  for  seven  years.  In  1900  he  was  elected 
principal  of  the  high  school,  and  this  position 
still  claims   his  valuable   services. 

In  the  spring  of  1900  Mr.  Selby  was  ap- 
pointed   County    School    Examiner    to    fill    an 


unexpired  term,  .^fter  serving  the  time  for 
which  he  was  appointed  he  was  re-appointed 
in  1901,  for  a  full  term  of  three  years.  Mr. 
Selby's  administration  as  examiner  was  one 
of  great  honor  and  credit  to  himself  and  of 
great  benefit  to  the  schools  of  his  county.  By 
his  personal  infiuence,  uprightness  of  char- 
acter, sound  scholarship,  and  sensible  coun- 
sel, a  very  wholesome  effect  came  from  his  en- 
deavor to  place  a  high  standard  upon  the  ex- 
aminations. The  value  and  popularity  of  Mr. 
Selby"s  services  to  the  cause  of  education  are 
al.so  shown  by  the  fact  that  he  has  served  two 
terms  as  Vice-president  of  the  Darke  County 
Teachers'  Association,  two  as  President,  and 
is  now  serving  his  second  term  as  a  member 
of  the  executive  committee.  In  December, 
1904,  ^Ir.  Selby  received  a  high  school  life 
certificate,  having  received  a  common  school 
certificate  in  December,   1897. 

Principal  Selby  is  a  member  of  several 
educational  organizations,  and  his  word  and 
advice  are  always  listened  to  with  interest 
and  attention.  On  .\ugust  31,  1899,  he  was 
united  in  marriage  to  Miss  Mabel  Hershey,  a 
lady  of  admirable  mental  attainments,  and 
they  have  a  comfortable  and  cozy  home  which 
all  their  privileged  friends  are  always  fond  to 
visit. 


615 


DAVID    E.    BLACK 


As  an  instructor  of  public  schools  the 
above  named  has  had  a  most  successful  career, 
extending  over  a  period  now  closely  approach- 
ing a  quarter  century,  and  his  name  and  repu- 
tation are  most  favorably  known  in  educa- 
tional circles. 

David  E.  Black  was  liorn  in  Ricliland 
County,  Ohio,  February  14,  18(52,  son  of 
Hugh  H.  Black,  farmer,  and  his  early  educa- 
tion was  secured  in  the  country  schools  of 
his  birthplace.  Later  he  took  a  course  of 
studies  at  the  Gayley  Seminary,  Lexington, 
and  afterward  entered  the  Ohio  Northern 
University  at  Ada,  Ohio,  from  which  he  grad- 
uated  in    1885. 

Mr.  Black's  career  as  a  teacher  began  in 
1881,  when  he  took  charge  of  a  country  school 
in  Richland  County.  .After  leaving  there  he 
taught  for  three  years  in  the  Marion  Normal 
School,  and  on  the  completion  of  that  period 


was  appointed  superintendent  at  Iberia  for 
two  years.  Next  followed  two  years  in  the 
grammar  department  at  Shelby,  Ohio,  and 
then  three  years  at  Hayesville  as  superintend- 
ent. The  succeeding  three  years  found  him 
superintendent  at  New  Washington,  and 
early  in  the  fall  of  lil04  he  was  appointed  to 
the  superintendentshin  at  Prairie  Depot,  his 
present  position,  in  which  he  has  acquired 
well  deserved  success  and  popularity. 

Mr.  Black  is  a  member  of  the  Ohio  Teach- 
ers" Reading  Circle,  the  Northwestern  Ohio 
Teachers'  Association,  the  Ohio  State  Teach- 
ers' Association,  the  Methodist  Episcopal 
Church,  and  is  also  affiliated  with  the  Knights 
of   Pythias. 

In  1889  Mr.  Black  was  united  to  Miss 
Mary  Bower,  of  Morrow  County,  Ohio,  and 
they  have  two  bright  sons,  who  have  been 
named   Dale   W.   an:l   John    H.   Black. 


616 


B.   O.    MARTIN 


As  a  public  educator  the  career  of  B.  O. 
Martin,  now  superintendent  at  North  Bal- 
timore, has  been  a  pleasingly  successful  one. 
his  promotion  continuous  and  fully  earned. 
He  was  born  in  Greenville,  Darke  county, 
Ohio,  in  October,  18(i7,  son  of  William  Mc- 
Guffey  Martin,  farmer,  who  was  named  for 
and  related  to  the  celebrated  William  Mc- 
Guffey,  author  of  McGuffey's  Spelling  Book 
and  Readers. 

Supt.  Martin  attended  the  district  school 
up  to  the  age  of  thirteen  when  he  entered  the 
High  School  at  Greenville,  remaining  three 
years.  His  college  education  was  secured  at 
the  Ohio  Northern  University  and  afterward 
at  Delaware.  Not  only  is  he  a  student  of 
books  but   also  of   men   and  affairs. 

His  career  as  a  teacher  began  at  the  age 
of  sixteen,  in  a  country  school,  and  later  he 
became  principal  of  the  school  at  Hillgrove, 
Ohio.  In  1H:)4  he  was  elected  principal  of  the 
.\rcannm   High   School   and  in   1897  as  super- 


intendent at  Gettysburg,  Ohio,  resigning  in 
liKlo  to  accept  the  superintendency  at  La- 
grange, which  was  resigned  in  July  1901  to 
accept  the  position  of  superintendent  at  Ash- 
tabula Harbor,  Ohio,  which  was  successfully 
tilled  until  his  election  in  his  present  position, 
July  1904. 

Mr.  Martin  is  an  active  member  of  the 
order  of  Knights  of  Pythias,  of  the  North- 
western Ohio  Teachers'  Association,  and  of 
the  Ohio  State  Association.  He  has  been  a 
mcmljtr  of  the  Teachers'  Reading  Circle  for 
fifteen  years,  and  served  for  six  years  on  the 
Darke  County  Board  of  School  Examiners. 
He  is  an  advocate  of  a  thorough,  practical 
education  and  believes   in  boys. 

In  1887  he  was  married  to  Miss  Anna  C. 
Moist,  who  has  been  a  very  valuable  help  in 
his  vi-ork.  Zoe  Geraldiue,  a  bright  little  daugh- 
ter blesses  the  home  of  Mr.  and  Mrs.  Mar- 
tin. 


617 


CHILTON    A.    PUCKETT 


This  gentleman  has  been  an  active  worker 
in  the  educational  field  for  upward  of  twenty 
years  and  he  is  most  reputably  known  to  his 
colleagues  and  the  public. 

Chilton  A.  Plckett  was  born  on  the 
farm  of  his  father,  near  Bell,  Ohio,  August 
10,  1863,  and  he  received  a  thorough  education 
in  the  district  schools  of  his  home,  and  in  the 
high  school  at  Hillsboro,  Ohio.  His  profes- 
sional career  began  in  1882,  when  for  two 
terms  he  taught  district  .school,  No.  2,  in  Jack- 
son township.  The  subsequent  schools  in  his 
charge  were  as  follows :  District  school.  No. 
4,  Washington  township,  two  years ;  District 
school  No.  3,  Marshall  township,  two  years ; 
District  school  No.  4.  Washington  township, 
three  years ;  District  school  No.  4,  Paint 
township,  one  year ;  Village  school  at  New 
Petersburg,   tlirte   years. 


Mr.  Puckctt  was  appointed  principal  of 
schools  at  Lynchburg,  Ohio,  and  four  years 
later  was  promoted  to  the  superintendency, 
which  position  he  has  since  continued  to  till 
with    iminterrupted    success. 

]Mr.  Puckctt  holds  both  grades  of  profes- 
sional state  certificates,  and  is  president  of  the 
Highland  county  Board  of  School  Examiners, 
and  of  the  Quadri-County  Teachers'  Associa- 
tion, and  holds  membership  in  the  Ohio 
Teachers'  Reading  Circle,  the  State  Teachers" 
Federation,  the  Masonic  fraternity,  and  the 
Modern  Woodmen  of  America. 

On  November  27,  1884,  he  was  married  to 
Miss  Clara  E.  Ballentine  of  Berrysville,  Ohio. 
To  this  union  were  born  two  children,  a  son 
and  daughter,  of  whom  the  former,  George  C, 
alone  survives. 


CIS 


SAMUEL     M.     SARK 


For  more  than  a  score  of  years,  Mr.  Sam- 
uel M.  Sark  has  been  an  active  factor  in 
Ohio's  great  public  school  system,  and  he  is 
well  and  most  reputably  known  in  the  edu- 
cational world  for  the  excellent  work  that  has 
been  performed  by  him,  and  for  the  enthu- 
siasm he  has  ever  manifested  in  his  vocation. 
He  has  held  many  responsible  positions  and 
filled   all    of  them    most   creditably. 

Mr.  Sark  was  born  February  11,  186-j,  in 
Walnut  township,  Pickaway  county,  Ohio. 
His  parents,  Isaac  and  Mary  Sark,  were  na- 
tives of  Berks  county.  Pennsylvania.  The 
death  of  his  father  in  187'2,  left  him  a  home- 
less orphan,  and  he  was  "bound  out"  among 
strangers  in  Fairlield  county.  His  first  school- 
ing was  secured  in  District  School  No.  6,  Wal- 
nut township,  Pickaway  county,  which  he  at- 
tended two  years,  and  he  subsequently  pur- 
sued his  studies  for  two  years  in  Ridge 
School,  Fairfield  county.  For  seven  years 
he  attended  irregularly  about  '2  months  each 
year  in  District  School  Xo.  !•.  .\manda  town- 
ship,  I'airficld  county ;    one  year  in   the  Mad- 


ison township  High  School  of  Pickaway 
county,  and  law  and  scientific  courses  at  the 
Ohio  Northern  University,  from  188(5  to  1800, 
graduating  with  the  degrees  of  "LL.  B."  and 
"B.  S.."  and  in  18II3  he  had  conferred  upon 
him  the  degree  of  Master  of  Science. 

Mr.  Sark  received  his  first  teachers'  cer- 
tificate in  1883,  and  taught  for  a  year  in  Dis- 
trict School  No.  4,  Walnut  Township,  Picka- 
way county.  For  the  succeeding  two  years 
he  was  in  charge  of  the  Huffman  school, 
Washington  township,  Pickaway  county,  fol- 
lowed by  a  year  as  master  of  the  Van  Meter 
school,  Jackson  township,  Pickaway  county. 
Subsequent  schools  presided  over  by  Mr.  Sark 
were  District  School  No.  S>,  Walnut  town- 
ship, Pickaway  county,  one  year;  Deer  Creek 
township,  Pickaway  county,  two  years ;  Su- 
perintendent of  Grover  Hill  School,  Paulding 
county,  one  year ;  Superintendent  Lockbourne 
Schools,  Franklin  county,  one  year;  Superin- 
tendent Harrisburg  Schools,  I'ranklin  county, 
two  years ;  School  Fxaminer  of  Pickaway 
county   from    1889  to    1802,   and   for   the    past 


619 


ten  years  he  has  most  ably  officiated  as  Su- 
perintendent of  the  Schools  at  Derby,  Picka- 
way county. 

Mr.  Sark  is  a  Past  Master  in  the  Ma- 
sonic organization,  holds  membership  in  the 
order  of  Odd  Fellows  and  Knights  of  Pyth- 
ias, and  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  Pickaway  County  Teachers' 
As.sociation,  Ohio  Teachers'  Federation  and 
the  Central  Ohio  Teachers'  Association,  .'\s- 
sociation  of  Teachers  of  Mathematics  and 
Science.  On  August  !•.  18i)3,  Mr.  Sark  was 
united  to  Miss  Mary  Belle  Thomas,  a  high 
school  graduate  of  Derby,  Ohio,  and  three 
bright   children   are   the    fruits   of   that    union. 

Mr.  Sark  was  granted  a  state  high  school 
life  certificate  in  18i)3.  On  the  lecture  platform 
he  shines  in  "Hannibal  the  Greatest  Military 
Genius."  He  is  the  author  of  a  comprehen- 
sive   work. 

Mr.  Sark's  studies  have  by  no  means  been 
confined  to  school  books.  He  is  a  genuine 
lover  of  that  noble  animal,  the  horse,  and  he 
is  recognized  as  an  excellent  authority  on 
"Breeding  the  Trotting  Horse."  The  walls  of 
his  .study  room  are  decorated  with  pictures  of 
famous  horses  painted  by  his  excellent  wife. 
Dr.  Holbrook  said  of  him :  "He  is  the  most 
original    fellow   I    ever  met." 


NETTIE    WHEELAND 

This  lady  is  achieving  an  enviable  record 
and  reputation  as  a  competent  member  of  the 
public  school  teaching  corps,  and  her  success 
shows  in  unmistakable  terms  that  her  selection 
of  a  vocation  was  a  most  felicitous  one.  She 
has  ever  been  a  faithful  student  and  her  ar- 
tistic and  literary  inclinations  have  had  a 
marked  effect  upon  her  pupils  and  those  asso- 
ciated with  her. 

Miss  Wheeland  is  a  native  Ohioan,  having 
been  born  at  Port  Washington,  where  her 
father,  M.  J.  Wheeland,  conducted  a  flourish- 
ing business  as  a  miller.  Her  education  was 
received  in  the  public  schools.  For  nine  years 
she  was  a  pupil  in  the  common  .school  at  Port 
Washington,  and  then  a  four  years'  course  in 
the  High  School  was  taken.  In  June,  1003, 
Miss  Wheeland  received  her  "first  certificate," 
and  began  teaching  in  a  country  school  until 
the  following  year,  when,  removing  to  New 
Comerstown,  she  was  assigned  to  her  present 
incumbency,  being  given  charge  of  the  fourth 
grade.  There  are  some  forty  pupils  in  this 
department,  and  under  Miss  Wheeland's  re- 
gime excellent  discipline  is  maintained  and  the 
progress  of  the   scholars  steadily  advanced. 

Miss  Wheeland  takes  an  active  interest  in 
all  affairs  educational.  She  is  a  member  of 
the  Ohio  Teachers'  Reading  Circle,  the  Eastern 
Ohio  Teachers'  Institute,  and  she  enjoys  the 
esteem  of  all  with  whom  she  has  associated. 


WHERE    GARFIELD    TAUGHT    SCHOOL 


620 


ROBERT    S.    HARMOUNT 


The  public  school  system  of  the  United 
States  has  been  developed  and  improved  con- 
tinuously until  now  it  is  akin  to  a  state  of 
perfection,  as  far  as  human  effort  can  attain 
that  desired  end,  and  it  is  the  greatest  factor 
to-day  in  the  progress  and  development  of  the 
American  people.  Ohio  spends,  pro  rata, 
more  money  than  any  other  Western  or  Cen- 
tral State  in  the  carrying  on  and  enforcement 
of  her  educational  system  and  the  results 
achieved  have   fully  justilied   the  expenditure. 

Among  the  successful  public  educators  of 
the  Buckeye  State  must  be  included  Mk.  Roh- 
ERT  S.  Harmount,  the  accomplished  superin- 
tendent of  the  Spring  Valley  Schools,  who 
has  been  an  active  member  of  the  pedagogical 
corps  for  more  than  fifteen  years,  and  is  a 
thoroughly  trained  disciplinarian  and  a  most 
effective  teacher,  one  who  obtains   results. 

Mr.  Harmount  was  born  in  Ross  county, 
Ohio,  in  1871,  son  of  Robert  Harmount,  a 
prosperous  farmer  of  that  region,  and  was  one 
of  a  family  of  four  sons  and  two  daughters, 
all  now  living  with  the  exception  of  one  girl. 
He  early  became  a  pupil  in  the  country  school 
of  his  nativity,  in  which  he  passed  through 
the  elementary  grades,  and  then  went  to 
Delaware,    continuing    his    studies    there,    and 


finally  "rounding  up"  his  education  with  a 
course  at  the  Ohio  State  University.  In  188i> 
began  his  professional  career,  his  first  charge 
being  District  School  No.  0,  Union  township, 
Ross  county,  Ohio,  and  subsequent  places 
taught  in  by  him  were,  in  sequence.  District 
School  No.  11,  Concord  township,  District 
School,  No.  (i,  Deerfield  township :  District 
School  No.  10,  Concord  township ;  thence  to 
Clarksburg,  and  from  the  latter  charge  he 
came  to  the  superintcndency  of  the  Spring 
Valley  schools  in  19U'J.  and  has  continued  in 
this  capacity  up  to  the  present  day,  giving 
the  most  efficient,  satisfactory  services,  and 
proving  himself  an  adept  in  and  master  of  his 
profession. 

Mr.  Harmount  takes  a  keen  interest  in  so- 
cial as  well  as  educational  affairs.  He  is  sec- 
retary of  the  Ohio  Teachers'  Reading  Circle 
for  Greene  county,  an  attendant  of  the  Metho- 
dist Church,  and  a  member  of  the  Masonic  and 
Odd  Fellows'  organizations. 

In  1897  he  was  united  to  Miss  Adda  Good- 
bar,  who  taught  several  years  in  the  Greenfield 
public  schools,  and  they  have  four  children, 
two  of  either  sex,  and  including  twins,  a 
boy  and  girl,  born  February  '24,  1!H>.3,  and 
"both  doing  well." 


621 


A.    H.    WICKS 


The  experience  as  a  public  instructor  that 
must  be  accredited  to  .Mr.  Wick.s  extends 
over  a  period  of  twenty  jears,  and  it  has  been 
of  that  valuable  character  that  serves  to  bring 
out  all  the  best  talents  in  a  man,  and  to  make 
him  a  teacher  whose  influence  and  ability  arc 
easily  distinguished  and  felt.  He  has  been 
successful  from  the  outset  and  his  reputation 
rests  upon  a  basis  at  once  sound  and   secure. 

Mr.  Wicks  was  born  February  I'i,  It^To, 
at  Polk,  .Ashland  county,  Ohio,  where  his 
father,  Henry  Wicks,  was  a  leading  citizen  and 
politician,  having  filled  several  county  offices. 
Our  subject  in  early  youth  attended  the 
country  schools  of  his  home  county,  then  the 
schools  at  .'\shland,  and  going  thence  to  Polk, 
Ohio,  entered  the  high  school,  from  whence 
he  graduated  in  188-").  Later  on  he  took  a 
course  at  Baldwin  University,  Berea,  Ohi^'. 
graduating  from  that  institution  with  the  de- 
gree of  Bachelor  of  .Arts.  Prior  to  his  grad- 
uation in  1895,  he  attended  college  at  N.  O. 
U.,  Ada,  Ohio,  and  at   Ann  Arbor,  Michigan. 

His  career  as  a  teacher  began  in  1885  when 
for  a  year  he  took  charge  of  a  school  at  Je- 
romeville,  Ohio.  Then  he  was  called  to  Polk, 
Ohio,  where  he  officiated  as  principal  for  two 
years.  Later  he  was  in  charge  of  schools  in 
country  districts  and  then  was  for  three  years 


superintendent  of  tlie  schools  at  Rocky  River, 
a  suburb  of  Cleveland,  Ohio.  In  181)5  he  was 
elected  principal  of  the  high  school  at  Clyde, 
Ohio,  and  his  services  proved  so  valuable  and 
acceptable  that  five  years  ago  he  was  promoted 
to  the  Superintendency,  and  still  continues  in 
this  responsible  position.  Under  his  charge, 
the  Clyde  Schools  have  reached  a  high  de- 
gree of  efficiency. 

Mr.  Wicks  has  served  as  president  of  the 
Sandusky  County  Teachers'  .Association,  and 
is  now  a  member  of  the  executive  committee 
of  that  organization.  He  is  a  past  master  of 
Monticello  Lodge,  No.  244  F.  &  A.  M.,  a  mem- 
ber of  Clyde  Chapter,  No.  90  R.  A.,  and  the 
present  Regent  in  the  Royal  .Arcanum  of 
Clyde,  and  holds  membership  in  the  Ohio 
Teachers'  Reading  Circle,  the  National  Edu- 
cational Association,  the  Northwestern  Ohio 
Teachers'  .Association,  and  the  Ohio  State 
Teachers'  Association.  He  also  takes  a  keen 
interest  in  military  affairs  and  is  the  popular 
captain  of  Company  I,  Sixth  Infantry,  Ohio 
National  Guards. 

In  1897,  Mr.  Wicks  was  married  to  Miss 
Nellie  Hutchins,  a  popular  teacher  and  daugh- 
ter of  a  leading  physician  of  Clyde,  Ohio,  and 
they  have  two  sons. 


622 


JAMES    FINLEY    YOUNG 


James  Finley  Young  was  born  in  Xiible 
county,  Ohio,  January  '14,  1803.  Mis  father, 
Henry  J.  Young,  was  one  of  Ohio's  earliest 
settlers,  having  come  to  Ohio  from  Rhode 
Island  in  1825.  He  was  a  farmer  by  voca- 
tion, but  also  became  a  merchant  and  minister. 
His  mother  was  a  native  of  Wellsburg,  Vir- 
ginia, who,  with  her  parents  also  came  to 
Ohio  in  1825. 

Our  subject  received  his  early  education  in 
the  country  schools  of  Noble  county,  his  first 
teacher  being  Hon.  L.  D.  Brown,  who  after- 
ward became  school  commissioner  of  Ohio. 
Later  he  attended  several  normal  schools, 
then  entered  Mount  Union  College  in  1881, 
and  after  a  course  there,  entered  the  Ohio 
Normal  University  from  which  he  graduated 
in  1889. 

Immediately  after  graduation  he  was  em- 
ployed to  superintend  the  public  schools  of 
Danbury,  Iowa,  where  he  remained  until  called 
home  by  the  death  of  his  father  in  1890. 


After  five  years  of  agricultural  life,  he  went 
to  Wood  county,  Ohio,  and  taught  school  there 
for  five  years. 

Next  Genoa,  Ohio,  claimed  his  services  as 
superintendent  for  three  years  or  up  to  1905, 
when  he  was  elected  superintendent  at  Gib- 
sonburg,   Ohio,   his   present   position. 

Mr.  Young  is  a  member  of  the  Ohio  Teach- 
ers' Reading  Circle,  the  Northwestern  Ohio 
Teachers'  Association  and  the  Ohio  State 
Teachers'  Association,  also  the  Knights  of 
Pythias,  In  1890  he  was  married  to  Miss 
Sarah  J.  Caley,  of  Cleveland,  Ohio.  They 
have  one  child,  a  bright  boy,  who  bears  the 
euphonius   name   of   Clarence    Young. 

This  gentleman  began  his  career  as  teacher 
when  but  sixteen  years  of  age,  and  has  had 
most  thorough  and  valuable  experience  as  a 
public  instructor.  He  enjoys  a  wide  acquaint- 
ance in  educational  circles,  and  is  popularly 
known  to  his  colleagues,  his  pupils  and  the 
public  generally. 


623 


W.    E.    KERSHNER 


Mr.  Kekshner  has  had  a  successful  career 
as  a  pubHc  school  worker,  and  all  his  promo- 
tions have  been  fairly  earned.  He  is  an 
Ohioan  by  birth,  having  been  born  in  Darke 
County,  in  18(i8.  son  of  F.  M.  Kershner.  a 
contractor  and  builder,  and  Sarah  Ginn  Kersh- 
ner. His  family  moved  to  Auglaize  County 
during  his  boyhood  and  his  early  education 
was  secured  in  tlie  country  schools  of  that 
countv.  Thence  he  went  to  the  New  Bremen 
High  School  and  afterward  to  the  N.  N.  U. 
at   Lebanon,  Ohio. 

He  began  his  work  as  a  teacher  in  the 
country  schools  of  Auglaize  County  in  1887, 
and  after  this  initial  experience,  went  to  the 
St.  Marys  High  School  as  assistant  principal. 
His  next  promotion  was  superintendent  of 
schools  of  Mendon  and  Union  Townships, 
Mercer  County,  a  position  which  he  filled  for 
five  years.     While  here,  Mr.  Kershner  took  an 


active  part  in  all  the  movements  to  improve 
the  country  schools  and  his  work  as  a  town- 
ship superintendent  received  many  favorable 
comments   in   educational   circles. 

In  1898  he  was  elected  at  Prairie  Depot, 
Ohio,  and  held  this  position  for  six  years. 
In  1904  he  resigned  this  position  to  accept 
the  superintendency  of  the  schools  at  Co- 
lumbus Grove,   Ohio. 

Mr.  Kershner  has  always  taken  a  prom- 
inent and  active  part  in  all  the  educational 
associations  of  the  county  and  state,  and  is 
now  secretary  of  the  Ohio  Teachers'  Federa- 
tion. Socially  he  is  a  member  of  the  Knights 
of  Pythias,  the  Odd  Fellows,  and  the  Masons. 
He  is  a  member  of  the  Baptist  Church.  In 
1894  he  was  married  to  Miss  Mary  E.  Bar- 
rington,  and  they  have  a  charming  little 
daughter,   Helen,   now   nine  years  of  age. 


624 


D.  J.   SCHURR,    B.  S.   AND  A.  B. 


The  ample  experiences  of  this  gentleman  as 
a  teacher  have  made  his  services  as  a  public 
educator  most  valuable  and  in  uninterrupted 
demand.  In  every  position  to  which  he  has 
been  called  he  has  most  fully  demonstrated  his 
ability  and  peculiar  fitness  for  the  profession 
to  which  he  is  devoting  his  life  energies.  Mr. 
Schurr  is  the  son  of  one  of  Oliio's  early  pio- 
neers, George  Schurr,  who  came  from  Ger- 
many to  the  United  States  in  1828.  and  settled 
in  this  State  shortly  after  his  arrival.  He 
is  still  living,  and  in  July,  1905,  will  have  at- 
tained his  eighty-second  birthday.  Our  sub- 
ject's mother,  Elizabeth  Schurr,  a  native  of 
Ohio,  died  in  1900.  D.  J.  Schurr  was  born  in 
1866,  in  Madison  county,  Ohio,  the  youngest 
of  a  family  of  ten  children,  and  attended  the 
district  school  of  that  county  up  to  his  six- 
teenth year,  when,  two  years  later,  he  began 
teaching  in  country  schools,  continuing  in  that 
capacity  for  eight  years.  He  was  then  elected 
Superintendent  of  schools  at  Sedalia,  Ohio, 
served  for  a  year,  and  then  studied  for  a  term 
at  the  Ada  Normal  School.  His  next  charge 
was  as  superintendent  of  the  South  Solon 
schools  for  seven  years,  and  four  years  ago  he 


accepted  his  present  position  as  superintendent 
of  the  schools  at  Plain  City,  Ohio.  Mr.  Schurr 
augmented  his  education  by  a  course  at  Ada, 
from  which  he  was  graduated  in  1897,  with 
the  degree  of  Bachelor  of  Science,  and  imme- 
diately began  work  on  the  classical  course  at 
Wittenberg  College,  improving  his  leisure 
hours  through  the  year  under  direct  instruc- 
tion from  the  faculty  and  spending  his  vaca- 
tions at  Wittenberg.  He  was  graduated  with 
the  class  of  1905,  receiving  the  degree  of  Bach- 
elor of  Arts. 

In  his  present  incumbency  he  has  achieved 
marked  success,  the  schools  under  his  leader- 
ship now  being  in  an  admirably  efficient  con- 
dition. Mr.  Schurr  has  been  elected  three 
times  as  President  of  the  Madison  County- 
Teachers'  Association  and  is  at  present  serv- 
ing as  a  member  of  the  Executive  Committee. 
He  is  now  serving  his  third  term  as  a  member 
of  the  Board  of  School  Examiners  of  Madison 
county.  'Mr.  Schurr  is  also  a  member  of  the 
National  Educational  Association,  the  Central 
Ohio  Teachers'  Association,  and  the  Ohio 
Teachers'  Reading  Circle.  He  also  hold* 
membership  in  the  Masonic  order  and  the 
Knigths  of  Pythias,  uniform  rank. 


625 


WILLIAM     H.    RICHARDSON 


It  is  now  some  twenty  years  since  the 
above  named  entered  the  arena  as  a  public 
instructor  and  during  that  period  his  career 
has  been  one  of  uninterrupted  success.  In 
every  place  where  his  services  have  been  en- 
listed he  has  won  the  regard  of  pupils  and 
parents,  and  the  reputation  of  being  one  of 
the  most  thorough  teachers  the  schools  had 
ever  had. 

William  H.  Richardson  was  born  at 
Custer,  Ohio,  January  6,  1866,  son  of  William 
H.  Richardson,  a  stone  cutter  by  occupation. 
His  early  education  was  received  in  the  dis- 
trict schools  and  later  he  became  a  pupil  in 
the  schools  at  Bowling  Green,  Ohio,  graduat- 
ing from  the  High  School  of  that  town  in 
1885.  Soon  after  he  was  appointed  a  teacher 
there  and  after  a  year's  service  taught  for 
the  succeeding  four  years  in  the  adjacent 
villages.  Then  he  was  called  to  Grand  Rapids, 
Ohio,  to  become  superintendent  of  schools  for 
three    years.      His    next    incumbency    was    as 


superintendent  at  Holgate,  Ohio,  for  six 
years.  Six  years  ago  he  was  elected  super- 
intendent at  Woodville.  Ohio,  which  position 
he  still  occupies. 

Although  busy  at  his  profession  Mr. 
Richardson  found  time  to  study  a  college 
course  and  Defiance  College  conferred  upon 
him  the  degree  of  Bachelor  of  Philosophy. 
He  has  also  successfully  passed  the  examina- 
tions of  the  Ohio  State  Board  of  Examiners 
and  has  been  granted  both  Common  School 
and  High  School  Life  Certificates.  He  is  in- 
terested in  fraternal  organizations,  holding 
membership  in  Masonic  Bodies  and  the  Inde- 
pendent Order  of  Odd  Fellows,  and  is  also 
a  member  of  the  Ohio  Teachers'  Reading 
Circle,  the  Northwestern  Ohio  Teachers'  As- 
sociation, and  the  Ohio  State  Teachers'  As- 
sociation. In  1891  he  was  married  to  Miss 
Efiie  T.  Munn,  who  was  a  successful  teacher, 
and  they  have  had  two  bright  children  to  bless 
their   union,   a   son  and  a   daughter. 


JOHN  W    JONES 


In  1829  the  Instiuition  for  the  Education 
of  the  Deaf  and  DumI)  was  estabHshed  in 
Ohio,  and  located  in  Columbus,  according  to 
act  of  legislature,  passed  in  1827.  To-day 
this  Institution  is  one  of  the  finest  and  most 
complete  in  the  world  and  has  been  a  source 
of  blessing  to  thousands. 

The  present  superintendent  of  the  Institu- 
tion is  Mr.  John  W.  Jones,  who  has  occupied 
this  office  for  the  past  ten  years,  and  under 
whose  administration  the  highest  degree  of 
efficiency  has  been  maintained.  Mr.  Jones  is 
a  native  Buckeye,  having  been  born  in  Adams 
County,  Ohio,  and  his  early  life  was  spent 
on  the  farm  of  his  parents,  Samuel  and 
Sophia  (Clark)  Jones.  His  education  was 
obtained  in  the  cotmtry  schools  of  Adams 
County,  by  a  course  in  the  National  Normal 
University.  Lebanon.  Ohio,  from  which  he 
was  graduated  in  1885,  a  post-graduate  course 
in  the  Ohio  University  at  Athens  and  by 
private  study.  In  1888  he  was  granted  a  High 
School  Life  Certificate  by  the  Ohio  State 
Board  of  School  Examiners.  In  1902  he  re- 
ceived an  honorary  Master's  degree  in  recog- 
nition of  his  work  for  the  deaf  from  Gallau- 
det  College.  Washington.  D.  C,  the  only  col- 
lege for  the  deaf  in  the  world. 

Mr.     Jones     taught     in     country     schools 


from  1878-1883.  He  was  principal  at  Racine, 
Ohio,  1883-1884,  going  from  there  to  the  Leba- 
non Normal  School.  He  was  elected  superin- 
tendent at  Manchester,  Ohio,  in  1885  and  re- 
tained this  position  until  1895,  when  he  re- 
^igned  to  accept  his  present  position.  During 
this  ten  years  he  conducted  summer  norma! 
schools  and  lectured  before  Teachers'  County 
Institutes.  In  1895  he  was  offered  and  ac- 
cepted the  superintendency  of  the  Deaf  and 
Dumb  institution  at  Columbus,  resigning  the 
superintendency  at   Manchester. 

Mr.  Jones  is  a  member  of  the  National 
Educational  .Association,  the  State  Teachers' 
Association,  the  Presbyterian  Church  and  the 
order  of  Free  Masons. 

He  served  on  the  International  Jury  of 
.Awards  in  the  department  of  Education  at 
the  Louisiana  Purchase  Exposition,  St.  Louis, 
Mo.,  1905.  In  this  capacity  he  was  one  of  a 
jury  of  eighteen,  nine  Americans  and  nine 
foreigners,  to  sit  in  judgment  on  the  merits 
of  the  educational   exhibits  of  the  world. 

In  1885  he  was  married  to  Miss  Cora  A. 
McPherson.  and  they  have  had  a  family  of 
four  daughters,  the  youngest  of  whom  is 
deceased. 

His  father  served  as  a  soldier  in  the  Civil 
War. 


627 


EDWARD    L.    McCUNE 


The  above  named  gentleman  was  born  at 
Columbus,  Ohio,  March  27,  1855,  and  has  re- 
sided there  continuously  since.  He  is  the  son 
of  Jonas  M.  McCune,  a  retired  hardware  mer- 
chant, and  Catherine  L.  McCune,  the  latter 
now  deceased.  He  received  his  education  in 
the  public  schools  of  Columbus,  completing 
the  same  in  the  University  of  the  South, 
Sewanee,  Tenn.  He  has  long  taken  an  active 
interest  in  educational  affairs,  has  been  a 
member  of  the  Columbus  Board  of  Education 
for  the  past  five  years,  two  of  which  he  served 


as  its  president,  and  in  the  fall  of  1904  was 
elected  a  member  at  large  of  the  same,  enter- 
ing upon  the  duties  of  that  office  in  January, 
1905.  He  was  admitted  to  practice  law  in 
Ohio  in  1877,  but  is  now  employed  by  the 
Pennsylvania  Company  in  the  capacity  of 
Division  Claim  Agent.  Mr.  McCune  is  a 
member  of  the  Presbyterian  Church  and  of 
the  Masonic  Order.  In  1870  he  was  married 
to  Miss  Eva  E.  Black,  and  they  have  had  six 
children  of  whom  three  daughters  and  two 
sons  survive. 


1 


6-28 


JOHN    L.  TRAUGER 

MEMBEX     THE    COLUMBUS     BOARD    OF     EDUCATION 


John  L.  Traugek  was  born  September  5, 
1847,  in  Westmoreland  Countv,  Pennsylvania, 
his  mother.  Anna  (Rnmbaugh)  Trauger,  be- 
ing descended  from  one  of  the  oldest  pioneer 
families  in  that  State,  and  his  father,  George 
Trauger  also  of  an  old  family,  was  a  farmer 
and  miller  combined.  This  worthy  conple 
have  long  since  pas.-ed  away  to  their  reward. 

Onr  subject  attended  the  public  schools  of 
his  home  district,  and  then  studied  for  seven 
years  in  the  old  Seweckley  Academy,  an  insti- 
tution wdierc  they  prepared  one  for  any  pur- 
suit in  life.  From  the  age  of  10  to  ^(l  he 
taught  country  schools,  and  al.so  taught  in 
Seweckley  Academy  the  last  year  of  his  stay 
there.  In  18(i()  he  went  to  Columbus,  Ohio, 
and  entered  the  Capital  University,  then 
located  on  the  present  site  of  the  Park  Hotel, 
for  a  thorough  college  course.  Graduating  in 
1870  he  returned  to  Westmoreland  County, 
Pennsylvania,  and  taught  for  a  year  in  high 
school.  Returning  to  Columbus  he  took  a 
theological  course  in  the  Lutheran  Seminary, 
of  the  Capital  University,  graduating  in  187:?, 
and,  entering  the  ministry  the  same  year;  he 
accepted  a  call  from  St.  John's  Lutheran 
Church,  Petersburg.  Mahoning  County.  Ohio. 
where  he  officiated  up  to  1880.  In  the  latter 
year  he  resigned  and  accepted  the  offer  to  be- 


come manager  of  the  Lutheran  Book  Concern, 
of  Columbus,  and  continued  in  that  capacity 
for  nineteen  years.  He  then  became  manager 
of  the  Daily  Westbote,  an  influential  German 
'laper  of  the  capital  city,  and  remained  such 
until  V.M-2,  when  the  Westbote  was  consoli- 
dated with  the  E.xpress.  Mr.  Trauger  is  now 
editor  of  the  Semi-weekly  Westbote.  In  1002 
he  organized  the  John  L.  Trauger  Printing 
Companv  of  which  he  acts  as  general  man- 
ager, and  with  a  well  equipped  plant  the  com- 
pany is  prepared  to  execute  first  class  printing 
of  all  kinds. 

Mr.  Trauger  was  a  member  of  the  Colum- 
bus City  Council  from  188.5  to  1893,  being 
elected  from  the  First  Ward,  later  the  Sec- 
ond Ward,  and  now  the  First  Ward  again. 
For  the  past  eleven  years  he  has  served  on 
the  City  Board  of  School  Examiners,  and  is 
still  a  valued  member  of  that  body.  In  No- 
vember, 1904,  he  was  elected  a  member  of  the 
Board  of  Education  from  the  First  Ward,  and 
entered  unon  the  duties  of  that  office  in  Janu- 
ary, liW."i. 

On  September  'Jo.  1877.  Mr.  Trauger  was 
married  to  Miss  Mary  E.  Smith,  a  lady  of 
attainments,  and  they  have  three  talented 
c'.aughters,  Clara,  Bertha  and  Anna  Trauger, 
all  of  whom  are  now  engaged  as  teachers  in 
the  public   schools  of  Columbus. 


629 


WILLIAM    NELSON    KELLER 


Beside  being  one  of  the  prominent  business 
men  of  Ohio's  capital  city,  the  above  named 
has  ever  manifested  an  active  interest  in  pub- 
lic schools,  and  has  done  nnich  to  promote 
and  elevate  the  cause  of  education. 

WiLLi.wi  Nelson  Keller  was  born  in 
Bloonifield,  Jefferson  County,  Ohio,  July  17, 
1865,  son  of  Edwin  J.  Keller,  a  miller  by  voca- 
tion, still  living,  and  Mary  (Nelson)  Keller, 
now  deceased.  He  must  be  included  in  that 
great  roster  of  Ohio's  self-made  men,  as  to 
his  own  commendable  industry  and  persever- 
ance are  due  the  success  to  which  he  has  at- 
tained. In  his  early  youth  he  was  a  pupil  in 
the  public  schools  of  Steubenville,  Ohio,  and 
as  a  young  man  began  his  career  as  an  ap- 
prentice in  a  printing  office  in  that  city.  Ac- 
quiring a  thorough  knowledge  of  the  trade 
he  worked  for  ten  years  in  Steubenville  as 
a  compositor,  w'hen,  with  a  partner,  Mr.  W. 
G.  Scott,  they  purchased  the  Westerville 
Public  Opinion,  and  conducted  that  journal 
'successfully  for  a  number  of  years.  From 
Westerville    Mr.    Keller    went    to    Columbus, 


Ohio,  and  became  interested  in  the  jo!)  print- 
ing industry  there.  In  1900  he  was  elected 
president  of  the  New  Franklin  Printing  Com- 
pany, whose  admirably  equipped  plant  is  at 
Nos.  6.5  to  69  Fast  Gay  street.  The  company 
execute  high  grade  half-tone,  catalogue  and 
commercial  printing  of  all  kinds ;  in  half- 
tone work  particularly  they  are  unapproached 
by  any  other  house  in  Ohio.  Of  a  recent 
splendid  specimen  of  their  handicraft  that  au- 
thority, Charles  .Austin  Bates,  in  Current  Ad- 
vertising, has  the  following  to  say  of  a  50,000 
catalogue  edition  printed  by  them  :  "The  B. 
F.  Goodrich  Company,  of  Akron.  Ohio,  has 
published  a  catalogue  of  the  Palmer  Tires, 
which  deserves  highest  praise.  It  bears  the 
imprint  of  the  New  Franklin  Company,  of 
Columbus,  Ohio.  It  is  illustrated  by  half- 
tone pictures  showing  interior  scenes  in  the 
Goodrich  workshops,  technical  details  and  alle- 
gorical pictures  very  handsomely  executed  and 
engraved  and  printed  in  a  perfect  manner." 
Mr.  Keller  is  a  valued  member  of  the 
Columbus   Board   of   Education,   to   which   he 


630 


was  first  elected,  in  the  spring  of  1899,  from 
the  old  Ninth  Ward,  and  has  served  continu- 
ously since.  On  Novemher  8,  1904,  he  was 
elected  from  the  Fourth  Ward  for  a  term  of 
four  years,  and  entered  upon  its  duties  Janu- 
ary 2,  1905.  He  also  takes  great  interest  in 
church  work,  and  is  the  esteemed  superin- 
tendent of  the  Mount  Vernon  Avenue  Metho- 
dist Episcopal  Sunday  School.    On  November 


28,  1888,  Mr.  Keller  was  united  in  marriage 
to  Miss  Alice  J.  Baker,  daughter  of  the  Rev. 
T.  J.  Baker,  retired  Methodist  minister  of  the 
East  Ohio  Conference,  and  they  reside  in  a 
pleasant  home  in  the  capital  city.  Mr.  Keller 
is  a  member  of  the  Columbus  Board  of  Trade, 
a  director  in  the  Lincoln  Savings  Bank  and 
vice-president  of  the  Fidelity  Building,  Loan 
and   Savings   Company. 


PROFESSOR  J.   A.   WILCOX 


At  three  o'clock,  Thursday  morning,  March 
"2,  190.J,  died  at  his  home  in  Columbus,  Ohio, 
Professor  J.  A.  Wiixox,  one  of  Ohio's  greatest 
public  educators,  and  the  leading  specialist  of 
the  State  in  his  line — mathematics.  Not 
alone  was  he  great  in  mathematics,  but  as  a 
general  instructor  he  was  unparalleled.  As 
the  college  inspector  of  the  Ohio  State  Uni- 
versity stated  in  his  report  of  1904,  "no  pupil 
of  Professor  Wilcox  had  to  pass  examination 
in  order  to  enter  the  university."  In  fact.  Pro- 
fessor Wilcox  was  acknowledged  as  being  the 
most  painstaking  instructor  of  youth  inclined 
to  learning  and  to  carefully  prepare  them 
for  which  individual  line  they  cared  to  follow. 
To  this  were  his  life  energies  devoted,  and  to 
this  cause  alone,  probably,  was  his  early  demise 
the  result.  Counter  attractions,  in  various 
lines,  were  held  out  to  him,  but,  inwardly,  he 
felt  that  he  had  a  mission  to  perform,  to  sac- 
rifice all  worldly  interests,  and  to  do  good 
for  good's  sake,  for  the  uplifting  of  humanity, 
and  for  the  production  of  good  citizens  and 
citizenship.  In  this  idea  he  was  encouraged 
by  his  noble  wife,  and  to  her  untiring  efforts, 
nuich  of  his  success  was  due.  But,  too  enthu- 
siastic in  his  work,  he  overdone  himself  in  the 
public  service,  encoimtered  disease  thereby, 
and  died  a  martyr  to  the  cause  be  loved  so 
well.  .\11  the  principal  instructors  in  Ohio 
knew  him  personally,  and  as  a  warm,  genial, 
valuable   friend. 

J.  A.  Wilco.x  was  born  in  Sunbury,  Ohio, 
December  28,  18-')0,  son  of  Crandall  and  Mary 
Wilcox,  who  had  moved  to  that  village  from 
Pennsylvania.  His  father  was  a  dry  goods 
mercliant  and  also  at  one  time  a  hotel  keeper. 
Both  parents  died  when  he  was  a  mere  child 
and  lie  was  thus  thrown  upon  his  own  re- 
sources. Remarkable  it  is  to  state,  that  at  the 
a.ee  of  thirteen  he  was  unable  even  to  write; 
still  more  remarkable  that  at  the  age  of  eigh- 
teen, having  overcome  serious  obstacles  by 
self  study,  he  became  teacher  of  a  public  school. 
It  was  this  indomitable  will  to  succeed  in  life 
that  ever  later  dominated  his  career,  and  un- 
doubtedly hastened  his  death.  He  had  a  smat- 
tering of  public  school  education,  and  some 
years  later  took  a  course  in  the  Ohio  Wesleyan 
University,  from  which  he  was  graduated  with 
the  degree  of  Bachelor  of  Science.  Later  he 
was  granted  a  high  school  life  certificate  from 
former  State   School   Commissioner  Corson. 


Professor  Wilcox  first  began  teaching  at 
Marlboro,  Ohio,  and  went  thence  to  Casey, 
Illinois.  Returning  to  Ohio  he  officiated  as 
superintendent  of  schools  at  Hilliards  for  two 
years,  and  then  became  prescription  clerk  in 
Gardner's  Pharmacy,  a  formerly  well  known 
drug  store,  then  opposite  the  State  House,  on 
High  street,  Columbus,  Ohio,  where  he  re- 
mained for  a  year  and  a  half.  Again  turning 
to  school  work  he  became  superintendent  of 
schools  at  Blommingburg,  Ohio,  for  three 
years,  and  went  thence  to  Baiiibridge  for 
seven  years.  From  the  latter  place  he  went  to 
Groveport,  Ohio,  as  superintendent,  and  after 
five  years'  service  there  was  called  to  Colum- 
bus to  become  head  of  the  department  of 
mathematics  of  the  Central  High  School, 
and  most  ably  officered  this  position  up 
to  within  a  few  short  weeks  of  his  death.  .-\t 
one  time,  while  a  rural  school  teacher  in 
Franklin  county,  'i-t  of  his  pupils  were  them- 
selves teaching  in  said  county,  earning  their 
way  to  a  farther  education  under  his  beneficent 
influence.  He  was  probably  the  greatest 
teacher  of  mathematics  that  Franklin  county 
ever  .saw.  He  has  given  instructions  in  this 
science  to  graduates  for  the  army,  naval  and 
civil  service.  He  was  secretary  of  the  Ohio 
Teachers'  Reading  Circle  for  several  years, 
clerk  of  the  Franklin  County  Board  of  E.xam- 
iners  for  some  years,  and  President  of  the 
Franklin  County  Listitute.  Professor  Wilcox 
was  prominent  in  the  Masonic  Order,  having 
attained  the  32d  degree.  As  a  testimonial  of 
the  high  regard  in  which  he  was  held  he 
was  presented,  on  his  retirement  from  the 
Franklin  County  Board  of  Examiners,  by  the 
teachers  of  Franklin  county,  with  a  magnifi- 
cent ring,  emblematic  of  the  32d  degree,  and 
this  is  now  one  of  his  widow's  most  valued 
relics.  He  and  his  intimate  friend.  Judge  Tod 
B.  Galloway,  instituted  the  free  traveling  li- 
braries in  the  public  schools  of  Franklin  county. 

On  August  24,  1883.  Professor  Wilcox  was 
married  to  Miss  Mollie  Mackev,  of  Sedalia, 
Ohio,  a  daughter  of  Rev.  Isaac  Mackey,  and  a 
lady  most  estimably  known  in  society.  The 
relatives  of  Professor  Wilco.x,  residing  in  Co- 
lumbus are  Mrs.  D.  F.  Jacoby,  wife  of  a  prom- 
inent physician  :  Cornelius  Wilcox,  a  brother 
and  retired  business  man;  Mc.Mlister  Wilcox, 
attorney,  a  nephew :  Mrs.  Clyde  Crane,  a 
niece,  and  !\Iiss  Carrie  Cook,  niece. 


631 


L.   A.    PARRISH 


The  greatest  factor  in  the  progress  and 
development  of  the  American  people  is  the 
public  school,  a  statement  that  cannot  be  suc- 
cessfully gainsaid  by  anybody,  and  in  no  coun- 
try in  the  world  are  such  lavish  expenditures 
made  in  the  cause  of  education  as  arc  shown 
in  the  great  American  Republic.  That  this 
outlay  is  a  profitable  investment  is  exhibited 
in  the  marked  intelligence  of  our  citizens,  and 
their  inventive  progressiveuess  in  all  fields  of 
enterprise  and  endeavor.  The  subject  of  this 
sketch  has  ever  taken  an  active  interest  in 
promoting  the  cause  of  education,  and  the 
progress  of  the  coming  generation,  and  his 
highest  reward  has  been  to  see  the  advance- 
ment of  the  race. 

Lawrence  A.  Parrish  is  of  Ohio  birth, 
having  been  born  near  Dresden.  Muskingum 
county,  February  5,  18G0.  His  father,  James 
Parrish,  a  mill  engineer  by  vocation,  was  one 
of  those  patriots  to  early  enter  the  Union 
army  at  the  outbreak  of  the  Civil  War,  and 
as  the  result  of  illness  caused  by  trials  and 
exposure  in  the  field,  he  died  in  the  military 
hospital  at  Nashville.  Tennessee,  shortly  after 
the  battle  of  Franklin.  Our  subject,  left  to  a 
widowed  mother's  care,  early  attended  the 
district  schools  of  Coshocton  county,  showing 
a  rare  aptitude  for  learning,  and  on  complet- 
ing the  studies  oflfercd  there,  he  took  an  aca- 


demic cour.se  under  Professor  James  Burrier, 
a  noted  instructor,  in  the  high  school  at  Han- 
over, Ohio.  Then,  at  the  age  of  eighteen,  Mr. 
Parrish  entered  Ohio's  noble  army  of  public 
instructors  himself  and  for  the  succeeding  ten 
years  was  a  teacher  in  the  district  schools  of 
Licking  and  Coshocton  counties,  Ohio.  Jour- 
nalism ever  having  been  attractive  to  him  he 
resigned  from  pedagogy  to  become  one  of  the 
proprietors  and  publishers  of  the  Coshocton 
Age,  then  a  semi-weekly,  but  now  a  daily 
publication.  At  the  expiration  of  three  years, 
his  colleagues  having  entered  upon  the  pro- 
duction of  advertising  novelties,  he  went  on 
the  road  as  their  representative,  continuing 
in  that  capacity  with  much  success  for  five 
years.  To-day  the  Meek  &  Reach  Company, 
of  Coshocton,  in  whose  interests  he  labored, 
are  the  most  extensive  manufacturers  and  pub- 
lishers of  advertising  novelties  in  the  entire 
world. 

Mr.  Parrish  resigned  as  a  "knight  of  the 
road,''  to  become  a  reporter  and  later  tele- 
graph editor  on  the  Ohio  State  Journal,  Co- 
lumbus, Ohio,  and  was  on  the  staff  of  that 
paper  for  eight  years.  While  there  he  re- 
ceived the  appointment  of  Inspector  of  Police, 
Columbus,  but.  after  serving  two  months  in 
this  capacity,  the  office  was  abolished,  Mr. 
Parrish  himself  being  one  to  advocate  its  abol- 


632 


ishnient.  Leaving  tlu-  Journal  four  years  ago, 
lie  was  appointed  on  tlie  staff  of  the  Press- 
Post,  Columbus,  and  has  since  been  doing  gen- 
eral reportorial  work  on  that  popular  paper. 

On  November  8,  1!MI4,  Mr.  Parrish  was 
elected  member  at  large  on  the  Columbus 
Board  of  Education,  entering  upon  bis  duties 
January  2,  lilOo.  He  takes  great  interest  and 
is  prominently  active  in  labor  matters,  and  has 
done  valuable  services  in  behalf  of  working- 
men's  organizations.  He  is  a  member  of 
Newspaper  Writers'  ITnion  No.  2,  Columbus, 
and  a  delegate  from  that  body  to  the  Trades 
and  Labor  .Assembly.  The  International 
Typographical  Union  at  their  last  interna- 
tional convention,  held  at   Washington,  I).   C, 


.August,  1004,  appointed  him  international  or- 
ganizer. He  is  secretary  of  the  Columbus 
.Anti-Compulsory  Vaccination  Association,  of 
which  Or.  C.  S.  Carr,  the  noted  public  speaker 
and  writer  is  president,  and  gives  full  sup- 
port to  all  measures  advocated  for  the  public 
good. 

On  July  (i,  1884,  Mr.  Parrish  was  united 
to  Miss  Emily  E.  Trego,  of  Coshocton  county, 
Ohio,  and  they  have  a  family  of  four  bright 
children,  two  girls  and  two  boys.  Of  these 
Miss  Zona  G.  Parrish  is  now  a  student  at 
the  Ohio  State  University,  Crowell  and  .Al- 
bert Parrish  are  attending  high  school,  and  the 
youngest,  Lillian,  is  a  pupil  in  the  graded 
.schools. 


ENOS    V     GORRELL 

SUPERINTENDENT    OF    SCHOOLS.    SHHEVE,   OHIO 


633 


J.   CLIFTON    BROWN 


This  gentleman  is  a  member  of  the  new 
Board  of  Education  of  Columbus,  elected  No- 
vember 8,  1904,  from  the  Eleventh  Ward  with 
a  splendid  majority.  He  has  ever  taken  nn 
active  interest  in  matters  educational,  and  is 
admirably  qualified  to  give  most  satisfactory 
services  as  a  member  of  the  board. 

Mr.  Brown  is  a  native  of  Ohio,  having 
been  born  in  Hocking  county  in  January,  18()9, 
his  parents  being  Joseph  H.  and  Margaret  R. 
Brown,  who  were  among  the  most  prominent 
and  estimable  of  the  country's  older  settlers. 
They  were  Pennsylvanians  and  came  to  Ohio 
in  1847.  They  were  married  in  1820  and  were 
permitted  to  travel  life's  journey  together  for 
58  years.  The  family  was  a  large  one,  com- 
prising ten  children,  five  boys  and  five  girls, 
J.  Clifton  being  the  youngest  of  the  ten.  Of 
these,  four   daughters  and  three   sons   survive. 

The  subject  of  this  sketch,  Mr.  J.  Clifton 
Brown,  received  his  primary  education  in  the 
district  school,  later  attending  the  public 
schools  at  Logan,  after  which  he  attended  the 
Zanesville   Business   and    Commercial    College 


of  Zanesville,  Ohio,  graduating  from  that  in- 
stitution. Professor  F.  E.  Strough,  formerly 
president  of  Roclicster  University,  was  presi- 
dent of  the  Zanesville  Business  and  Conmier- 
cial  College  at  the  time  Mr.  Brown  was  a 
student. 

For  a  number  of  years  Mr.  Brown  was  en- 
gaged in  this  profession,  first  teaching  in  the 
college  from  which  he  graduated,  later  prin- 
cipal of  the  business  college  at  Marion  and 
The  Chillicothe  Business  College.  Going  to 
Columbus  at  the  expiration  of  his  engage- 
ment at  Chillicothe,  he  became  bookkeeper  for 
a  large  manufacturing  establishment,  acting 
in  that  capacity  for  three  years,  when  he  as- 
sumed charge  of  the  bookkeeping  department 
of  The  Columbus  Central  Railway  Company, 
and  continued  at  the  head  of  that  department 
until  in  1890  when  The  Columbus  Railway 
Company  was  organized,  bought  and  consoli- 
dated all  the  street  car  interests  of  the  city  of 
Columbus,  i.  e..  The  Columbus  Central  Rail- 
way Company  and  The  Columbus  Street  Rail- 
way Company,  and  Mr.  Brown  was  given 
charge  of  the  stock  transfer  department.     In 


634 


1903  The  Coluinhiis  Railway  and  Light  Com- 
pany was  incorporated,  which  leased  for  a 
period  of  fifty  years  The  Columbus  Railway 
Company  and  The  Columbus  Edison  Com- 
pany, and  Mr.  Brown  was  continued  in  charge 
of  the  stock  transfer  department  of  The  Co- 
lumbus Railway  Company  and  also  assumed 
charge  of  the  stock  transfer  department  of  The 
Columbus  Railway  and  Light  Company. 


Mr.  Brown  has  been  a  member  of  different 
Masonic  bodies  of  Columbus  for  a  number  of 
years,  and  has  been  a  life  long  adherent  of  the 
Republican  party. 

In  1894  he  was  married  to  Miss  Jeanette 
Caverly,  youngest  daughter  of  Mr.  and  Mrs. 
I.  S.  Caverly  of  Forest,  Ohio,  and  they  reside 
in  a  pleasant  home  at  No.  44"2  West  First 
.•\venue,  Columbus,  Ohio. 


OHIO    COMPANY'S    LAND    OFFICE    AT    MARIETTA 

Built  1788 

Oldest  House  in  the  State  of  Ohio 


CHARLES    H.   SMITH 


Among  the  best  known  of  the  repntable 
business  men  of  Columbus.  Ohio,  is  ^Tr. 
Charles  H.  Smith,  the  manufacturing  jew- 
eler. Not  only  is  he  well  known  in  his  line 
of  business,  but  also  as  a  thoroughly  public 
spirited  citizen,  who  has  always  had  the  best 
interests  of  the  community  at  heart.  Especi- 
ally in  educational  matters  has  he  shown  his 
interest  by  aiding  in  the  development  of  the 
community  of  wliich  he  is  a  member. 

Mr.  Smith  was  born  in  Pike  county,  Ohio, 
January  16,  1858  son  of  the  Rev.  Nathaniel  J. 
Smith  and  Hannah  (Uney)  Smith.  The  Rev. 
Mr.  Smith  was  an  itinerant  minister  of  the 
United  Brethren  Church  —  one  who  was  quite 
prominent  in  his  day  in  the  school  room  as 
well  as  the  pulpit. 

His  father's  profession  necssitated  much 
traveling  and  so  our  subject  who  accompanied 
him  secured  his  earlier  education  in  the  pub- 
lic schools  of  whatever  section  his  parents 
might  be  located.  Thus  he  attended  school  in 
twelve  different  counties  of  Ohio.  When 
nineteen    years    of    age    he    entered    Otterbein 


University  at  VVesterville,  Ohio,  studying 
there  for  one  year.  Leaving  the  University 
in  1880  he  went  to  Columbus  and  learned  his 
present  trade.  In  1887  he  established  business 
independently  and  has  continued  the  same  suc- 
cessfully down  to  the  present  time. 

In  the  spring  of  1901  Mr.  Smith  was  nomi- 
nated as  candidate  for  the  position  of  mem- 
ber of  the  Board  of  Education  to  represent 
the  old  19th  ward,  was  elected  by  a  handsome 
majority  and  performed  such  excellent  ser- 
vice that  in  November,  1904  he  was  renomi- 
nated from  the  new  12th  ward  and  re-elected 
without  opposition.  He  began  his  services 
on  the  present  board  in  January,  1905,  and  is 
one  of  the  most  valued  members  of  that  mu- 
ricipal  organization.  Mr.  Smith  is  a  member 
of  the  Presbyterian  Church,  Odd  Fellows,  and 
prominent  in  the  various  Masonic  bodies  of 
his  city. 

On  May  28,  1885.  he  was  married  to  Miss 
Ida  Huddleson,  an  estimable  lady  of  Colum- 
bus, Ohio,  and  as  a  result  they  have  a  happy 
•family  of  four  children  comprising  three  boys 
and  one  girl. 


e36 


CHARLES  S.  MEANS,  M.  D. 


Member  of  the  present  Board  of  Education 
in  Columbus,  Ohio,  and  a  prominently  known 
physician,  was  born  at  Valier,  Pemisylvania. 
in  18(35. 

His  father,  Joseph  Means,  carpenter  and 
builder,  and  mother,  Margaret  Sutter,  are 
both  deceased.  The  family  comprised  two 
daughters  and  four  sons,  and  all  have,  at 
various  time,  been  public  school  teachers.  Of 
the  sons  three  are  now  physicians,  one  located 
at  Troy,  Ohio,  the  others  at  Columbus,  while 
the  fourth  son  is  an  attorney. 

All  have  attended  the  Lebanon  Normal 
College,  at  Lebanon,  Ohio.  Their  father, 
Joseph  Means,  served  with  distinction  for 
three  years  and  four  months,  with  the  10.5th 
Pennsylvania  Infantry,  was  wounded  in  the 
Seven  Days'  Battle,  also  at  Fair  Oak,  and 
took  part  in  the  Peninsular  campaign  under 
McClellan.  Our  subject  was  first  a  pupil  in 
the  country  schools  of  Valier,  his  birthplace, 
and  later  attended  the  Normal  School  at 
Corvode,  Pennsylvania.  Thence  he  went  to 
the  Normal  School  at  Ada,  and  was  graduated 
in  1880.     He  then  began  the  study  of  medicine. 


in  the  Columbus  Medical  College,  graduating 
in  1891,  and  next  followed  a  course  in  the 
Hahnemann  .Medical  College  at  Philadelphia, 
and  graduation  in  18i>i.  Dr.  Means  then  took 
a  post-graduate  course  in  New  York,  graduat- 
ing in  18!I3;  thus  he  is  a  graduate  of  both  the 
old  and  the  new  schools  of  medicine.  He  also 
served  as  resident  physician  to  Manhattan  Eye 
and  Ear  Hospital  in  New  York  during  1893. 
Dr.  Means  is  at  present  .Assistant  professor 
of  the  eye,  nose  and  throat,  in  the  Ohio  Medi- 
cal University,  chief  of  Dispensary  Staff,  and 
also  a  member  of  the  Staff  of  the  Protestant 
Hospital.  This  is  his  second  term  in  the 
school  board  when  completed,  it  will  make 
seven  years  of  continuous  service  on  the  board 
from  the  10th  ward.  Since  establishing  prac- 
tice in  Columbus  he  has  made  a  specialty  of 
Eye,  Ear  and  Nose,  diseases  in  which  he  has 
met  with  signal  success.  Dr.  Means  is  a  mem- 
ber of  the  Knights  of  Pythias,  and  the  Order 
of  Elks,  No.  37,  Columbus. 

In  1894,  he  was  married  to  Miss  Evaline 
Garrett,  and  they  have  three  children,  a  son 
nine  years  old.  and  two  daughters,  aged  seven 
and  four  respectively. 


637 


SAMUEL  EICHENBAUM 


The  universal  consideration  with  which 
education  is  regarded  in  the  United  States  is 
the  fulcrum  that  has  been  the  means  of  raising 
the  school  system  to  its  present  high  status, 
which  is  recognized  the  best  and  most  effic- 
ient in  the  world.  Our  citizens  are  at  all 
times  ready  to  give  up  time  to  devote  them- 
selves to  foresting  the  public  school  system, 
and  are  because  of  this  unselfish  spirit  worth 
of  all  encomiums  that  might  be  bestowed  upon 
them. 

One  of  the  most  public  spirited  citizens  of 
Corning,  Mr.  Samuel  Eichenbaum  has  long 
taken  an  active  interest  in  affairs  educational, 
and  for  the  past  dozen  years  has  been  at  the 
head  of  the  Corning  Board  of  Education, 
whose  affairs  he  has  directed  with  marked 
executive  ability. 

Mr.  Eichenbaum  like  so  many  of  our  best 
citizens  of  foreign  birth,  was  born  in  Germany, 
the  date  being  October,  1853,  and  his  father, 
Isaac  Eichenbaum,  was  a  merchant  in  that 
country.  In  1870  he  left  the  Fatherland  for 
New  York,   remaining  there  until   18T3,   when 


he  moved  to  Cincinnati,  and  in  the  year  fol- 
lowing removed  to  Perry  county.  Ohio.  Here, 
with  the  benefit  of  previous  experience  in 
Cincinnati  to  guide  him,  Mr.  Eichenbaum  es- 
tablished a  dry  goods  emporium,  and  this  he 
has  conducted  with  uninterrupted  success 
from  the  outset. 

He  conducted  the  school  administration 
on  the  same  principle  as  his  private  busi- 
ness, never  believed  in  making  changes  in 
his  employes  as  long  as  they  done  their  duty, 
likewise  with  teacliers,  he  believes  in  keep- 
ing a  good  teacher  if  the  salaries  have  to  be 
raised,  and  suspense  with  poor  ones  as  quick 
as  possible.  He  believes  that  politics  should 
be  forever  removed  from  the   schools. 

Mr.  Eichenbaum  was  elected  a  member  of 
the  Board  of  Education  fifteen  years  ago,  and 
for  twelve  years  has  been  its  honored  presi- 
dent. He  is  also  prominent  in  fraternal  circles, 
being  a  32d  degree  Mason,  and  he  commands 
the  esteem  and  confidence  of  all  his  fellow  citi- 
zens. 


638 


C.    L.   WILLIAMS 


The  superintendent  and  principal  at  Shaw- 
nee, has  performed  over  thirty  years'  service 
as  a  public  school  educator.  He  was  born 
in  Morgan  county.  Ohio,  in  1856,  son  of  Col. 
William  B.  Williams,  carpenter  and  farmer, 
and  received  his  education  in  the  common 
schools  and  at  the  National  Normal  Uni- 
versity at  Lebanon,  Ohio.  He  first  began 
teaching  in  a  country  school  in  Morgan 
county,  Ohio,  continuing  there  for  seven 
years,  when  he  was  elected  principal  and 
superintendent  at  New  Straitsville,  Ohio,  and 
held  that  incumbency  for  thirteen  years.  Ten 
years  ago  he  was  elected  principal  and  super- 


intendent at  Shawnee,  Ohio,  and  he  still  con- 
tinues to  most  efficiently  discharge  the  duties 
of  this  office. 

Mr.  Williams  was  county  examiner  oi 
Perry  county  from  18P3  to  1899.  He  is  a 
member  of  the  Ohio  Teachers'  Reading  Circle, 
the  Southeastern  Ohio  Teachers'  Association, 
the  Masonic  Order,  the  Independent  Order  of 
Odd  Fellows,  and  the  Christian   Church. 

In  1876  he  was  married  to  Miss  Viretta 
Hickerson,  and  they  have  eight  children,  six 
sons  and  two  daughters,  all  of  whom  are 
living. 


MOORE   &    BROCK 


In  the  great  educational  system  as  exem- 
plified in  the  public  schools  of  the  United 
States  —  the  most  effective  school  system  in 
the  world  —  music  has  been  found  to  be  a 
most  important  auxiliary  to  the  efficient  prose- 
cution of  their  studies  on  the  part  of  the  pupils. 
The  musical  exercises  act  as  a  tonic  to  the 
spirits  of  the  scholars,  are  a  relief  to  brain 
tension,  and  from  physiological  standpoint 
have  a  most  happy  reactionary  effect  upon  the 
human  system.  As  an  aid  to  elocution  the 
value  of  musical  lessons  cannot  be  over-esti- 
mated ;  both  vocal  and  instrumental  music 
serve  a  most  useful  end.  Therefore,  in  this 
history  of  "Education  in  Ohio,"  music  must  be 
accorded  its  full  need  of  recognition  and 
praise.  In  Ohio's  Canital  City  —  Columbus  — 
are  musical  establishments  that  will  vie  in 
equipment  and  excellence  with  those  to  be 
found  in  any  other  part  of  the  United  States, 
and  a  model  house  of  the  kind  is  the  musical 
emporium  of  ^lessrs  Moore  &  Brock,  situated 
at  No.  172  South  High  street.  The  firm  en- 
joys an  enviable  reputation  for  the  superiority 
of  the  merchandise  handled,  as  well  as  for 
the  equitable,  straightforward  treatment  ac- 
corded all  patrons.  Their  trade  operations 
are  not  confined  to  local  dealings,  but  extend 
all  throughout  the  commonwealth  of  Ohio  and 
adjacent  sections,  Messrs  Moore  &  Brock  are 
agents  for  a  number  of  famous  makes  in 
pianos,  chief  among  them  being  the  Julius 
Bauer,     Chickering     Bros.,     Burdett,     Boston, 


Smith  &  Barnes,  Schiller,  Strohber,  Story  & 
Clarke,  Melville,  Clarke,  Bachman,  Willard, 
Brinkerhoff,  Mathusek  and  the  Hoffman,  and 
they  also  hold  the  agency  for  the  Boston  and 
Edna  organs. 

For  business  purposes  the  firm  occupy  a 
spacious  three-story  and  basement  building, 
handsomely  and  conveniently  appointed 
throughout,  and  completely  stocked  with  pi- 
anos, organs,  brass,  reed  and  stringed  instru- 
ments, book  and  sheet  music,  and  miscellane- 
ous musical  merchandise  of  every  description. 
The  sheet  music  and  musical  merchandise  de- 
partments are  most  efficiently  presided  over 
by  Mrs.  Moore,  and  a  leading  specialty  is 
made  of  publishing  music  in  sheet  form  for 
composers. 

Both  a  wholesale  and  retail  trade  is  car- 
ried on  and  all  orders  are  supplied  upon  the 
most  equitable  terms.  School  teachers  and 
their  pupils  will  find  this  a  most  reliable  and 
satisfactory   house  to   have  dealings   with. 

The  members  of  the  firm,  Messrs  G.  W. 
Moore  and  R,  S,  Brock,  are  native  Ohioans, 
Mr,  Moore  having  been  born  in  Roseville, 
Muskingum  county,  and  Mr,  Brock  was  born 
in  Jackson  county,  Ohio,  and  they  have  had 
extended  experience  in  catering  to  the  wants 
of  the  public  in  their  present  line.  Their  es- 
tablishment is  thoroughly  up-to-date  in  all 
its  departments,  and  it  well  deserves  the  ex- 
cellent reputation  it  maintains  in  the  musical 
world. 


640 


EDWARD   DODSON    ROBERTS 


Has  the  unique  honor  of  being  the  youngest 
school  principal  in  Cincinnati.  He  was  born 
in  that  city  in  1877,  son  of  Henry  Clay  Rob- 
erts, merchant,  still  living,  and  Amelia  D. 
Roberts.  Educated  in  the  public  schools  of 
Cincinnati,  he  graduated  from  the  Hughes 
High  School  in  18itf>,  and  took  his  degree  at 
the  University  of  Cincinnati,  graduating  with 
Phi  Beta  Kappa  honors  in  18!l!l. 

His  first  pedagogical  experience  was  in 
the  fourth  intermediate  and  the  night  High 
Schools.  He  was  next  located  in  the  Third 
Intermediate  school.  Later  he  was  appointed 
first  English  assistant  of  the  Whittier  School, 


held  that  position  for  three  years,  and  then 
was  appointed  to  his  present  office.  This  pro- 
motion was  made  a  year  ago  and  was  a  most 
felicitous  one,  as  Mr.  Roberts'  school  is  now 
splendidly  conditioned,  and  working  out  all 
the  possibilities. 

Mr.  Roberts  is  a  member  of  the  Masonic 
order,  an  elder  in  the  Presbyterian  Church, 
and  an  active  member  of  the  National  Edu- 
cational Association,  and  the  Religious  Edu- 
cators' Association,  as  well  as  of  the  principal 
local  educational  associations.  The  tact  and 
usefulness  already  exercised  by  him  predicate 
a  most  promising  future. 


641 


HERMAN    H.   RASCHIG 


Principal  of  the  Tenth  District  school,  Cin- 
cinnati, is  one  of  the  oldest  educators  in  the 
public  service,  having  been  engaged  therein 
for  almost  half  a  century.  He  was  born  in 
1841,  in  Cincinnati,  son  of  Francis  Maurice 
and  Catherine  Raschig.  the  former  a  well- 
known  Lutheran  minister  whose  father  was 
also  a  minister,  and  whose  grandfather  was 
"Hofprediger"  in  Dresden,  Saxony.  He  re- 
ceived his  education  in  the  Tenth  District 
school,  and  the  Woodward  High  School,  also 
taking  a  post-graduate  course  and  graduating 
from  the  first  Normal  School  established  in 
Cincinnati,  under  the  direction  of  H.  H.  Bar- 
ney. He  began  teaching  in  1858,  in  the  Ninth 
District    school,    remaining   there   up   to    18fi3, 


and  his  .subequent  engagements  were  as  fol- 
lows :  Fifth  District  school,  1803-4 ;  Wood- 
ward High  School,  six  months;  assistant 
principal  the  Tenth  District  school,  one  year; 
Principal  of  the  latter  school,  1805-7 ;  teacher 
of  German  in  the  Hughes  High  School,  1807- 
187J :  teacher  of  German  in  the  Woodward 
and  Hughes  high  schools  one  year;  principal 
of  the  Tenth  District  school,  from  1874  up  to 
the   present  time. 

Mr.  Raschig  is  a  member  of  Ohio  Teachers' 
Reading  Circle  and  the  National  Educational 
Association. 

In  1877  he  was  married  to  Miss  Alice  Roll- 
wagen,  and  they  have  a  fine  family  of  two 
sons  and  two  daughters. 


642 


FRED    MURLIN    YOUMANS 


Principal  of  the  Salmon  P.  Chase  school  was 
born  in  Lyons,  Iowa,  January  29,  1858,  son  of 
Morgan  G.  Youmans,  who  had  recently  moved 
there  from  Ohio.  His  ancestry  includes  strains 
of  Dutch,  English,  Scotch,  Welsh  and  Irish. 
making  it  typically  American.  The  last  of 
these  ancestors  to  come  to  America  was  Mor- 
gan Gwilym,  great-grandfather  of  our  subject, 
who  came  from  Wales  in  1795  and  was  suc- 
cessively, one  of  the  first  workers  in  iron  west 
of  the  Allegheny  mountains,  pilot  on  Ohio 
river  flat  boats,  and  pioneer  settler  of  the 
famous  Welsh  settlement  of  Paddy's  Run, 
Butler  county,  Ohio,  where  still  stands  the 
brick  house  he  erected  a  century  ago. 

Our  subjects's  first  education  was  received 
in  the  country  schools  in  Butler  county,  Ohio, 
and  afterwards  he  attended  and  graduated 
from  the  Cincinnati  public  schools  and  Hughes 
High  School.  He  attended  a  two  years' 
course  in  the  Ohio  Medical  School,  and  grad- 
uated from  the  Cincinnati  Law  School  in  188.3. 
His  higher  academic  and  pedagogic  training 
has  been  carried  on  at  the  Chicago  and  Cincin- 
nati Universities. 


Mr.  Youmans  taught  school  in  Boone 
county,  Kentucky  two  years  and  then  in  order, 
the  Eleventh  District  School,  Cincinnati,  one 
year ;  the  Third  Intermediate  School,  eight 
years,  the  Sixteenth  District  and  Intermediate, 
one  year.  He  was  then  appointed  principal 
of  the  Thirtieth  District  and  Intermediate 
School  where  he  remained  for  twelve  years 
and  whence  he  was  transferred  to  the  Salmon 
P.   Chase   School   in   1902. 

He  is  a  man  of  advanced  ideas  and  pro- 
nounced views  and  has  made  his  work  show 
the  result  of  his  influence. 

Mr.  Youmans  is  an  active  member  of  the 
National  Educational  Association,  the  National 
Geographic  Society,  the  Southwestern  Ohio 
Teachers'  Association,  the  American  Folk 
Lore  Society,  many  local  educational  associ- 
ations, the  Masonic  order  and  the  Ohio  Teach- 
ers'  Reading    Circle. 

In  1897  he  was  married  to  !Miss  Annie  Mc- 
Lean Marsh  and  they  have  one  daughter, 
Elizabeth. 


04.3 


HARRY    HOUSEMAN    FRAZIER 


Harry  Houseman  I-'raziek  wa^  Iiorii  at 
Zanesville,  Ohio,  September  15,  1870.  His 
father  was  John  A.  Frazier  a  merchant  of  tliat 
city.  Both  parents  died  in  childhood  and  Wr. 
Frazier  was  raised  by  his  grandfather.  John- 
son Houseman,  on  a  farm,  .^t  sixteen  he 
entered  Muskingum  College.  After  three 
years'  work  there  he  entered  Ohio  Normal 
University  at  Ada,  graduating  in  the  class  of 
1892,  classical  course.  Mr.  Frazier  became 
principal  of  the  New  Washington  High  School 
in  September,  1892,  serving  three  years  in  that 
capacity  when  he  was  promoted  to  the  supcr- 
intendency  of  the  village  schools  and  remained 
in  that  position   five  years.     In   1900  he  com- 


pleted the  classical  course  at  Heidelberg  Uni- 
versity. TiflSn,  having  spent  two  and  a  half 
years  doing  public  school  work  and  pursuing 
college  studies  at  the  same  time.  The  same 
year  he  was  elected  principal  of  the  Tiffin 
High  School  and  has  served  five  years  in  his 
present  position. 

Mr.  Frazier  received  a  High  School  Life 
Certificate  in  1895  and  has  read  two  full 
courses  in  the  O.  T.  R.  C.  He  did  graduate 
work  in  science  in  the  University  of  Chicago 
in  the  summer  of  1902. 

Mr.  Frazier  is  a  memiier  of  several  fra- 
ternal orders  and  is  an  active  worker  and  a 
member  in  the  Methodist  Episcopal  Church. 


644 


i 


RICHARD   A.   GARVIN 


Education  has  ever  been  the  favorite 
pursuit  of  the  subject  of  this  notice,  and  since 
he  entered  the  ranks  of  the  professional  pulilic 
educators  he  has  achieved  a  success  tliat 
greatly  redounds  to  his  credit. 

Richard  A.  Garvin  was  born  in  Hamp- 
shire county,  West  Virginia,  in  August,  1871, 
his  father  being  Samuel  Garvin,  a  shoemaker 
by  vocation,  and  he  was  one  of  a  family  of 
seven  children,  of  whom  four  now  survive. 
His  early  education  was  secured  in  the  district 
school  of  his  home,  after  which  he  became  a 
pupil  in  the  High  School  at  Berryville,  Vir- 
ginia, and  on  completing  the  studies  there,  he 
entered  the  Ohio  Northern  University  at  Ada,  • 
Ohio,  from  which  he  graduated  in  1900.  After 
some   preliminary  e.xperience   as   a    teacher    in 


country  schools,  he  wer.t  to  Bucyrus,  Ohio,  in 
l!tlll,  as  prinicpal  of  t'le  West  Side  school. 
His  sound  scholarly  merits  and  executive  abil- 
ity becoming  duly  recognized,  he  was  promoted 
to  be  assistant  principal  of  the  high  school, 
and  now  has  entire  charge  of  the  sophomore 
class,  in  which  capacty  he  is  achieving  the 
most  satisfactory  results. 

Mr.  Garvin  is  a  member  of  and  takes  an 
active  interest  in  the  Order  of  Odd  Fellows 
and  the  Knights  of  Pythias.  He  is  also  a 
member  of  the  Ohio  Teachers'  Reading  Circle, 
the  Northwestern  Ohio  Teachers'  Association, 
and  is  a  worshiper  in  the  Evangelical  Church. 

He  was  married  in  18!)7  to  Miss  Anna 
Barney,  and  they  have  an  interesting  family 
of  three  bright  girls. 


645 


^.r. 


CHARLES    HENRY    MILLER 


The  cause  of  education  has  an  able  ex- 
ponent in  the  above  named  gentleman,  whose 
success  as  a  public  educator  has  been  of  the 
most  pronounced  character.  He  is  possessed 
of  the  most  scholarly  attainments,  and  is  favor- 
ably known  to  all  his  colleagues  and  the  pub- 
lic. 

Charles  Henry  ^Iiller  was  born  in  Craw- 
ford county,  Ohio,  in  July,  1805,  and  his  early 
youth  was  spent  on  the  farm  of  his  father, 
Levi  Lee  Miller,  a  reputably  known  agricul- 
turist. He  early  attended  the  country  schools 
of  his  home,  and  on  exhausting  their  curricu- 
lum, entered  the  Fostoria  Academy  at  Fos- 
toria,  Ohio.  He  next  took  a  teachers'  com- 
mercial and  scientific  course  at  Leban  m,  Ohio, 
following    it    with    a    course    at    Heidelberg 


College  at  Tiffin,  Ohio,  and  ending  with  a 
course  in  the  Chicago  University. 

In  1884,  Mr.  Miller  had  his  first  profes- 
sional experience  as  a  school  teacher,  being 
given  charge  of  a  school  in  Wyandot  county, 
Ohio,  for  one  year,  and  later  he  taught  in 
Crawford  county  schools.  From  1897  to  1900 
i\lr.  Miller  was  superintendent  of  the  Sul- 
phur Springs  schools,  and  in  1901  he  was 
elected  principal  of  the  high  school  in  Bu- 
cyrus.  a  position  he  still  continues  to  rill  with 
dignity,  ability  and  efficiency. 

^Ir.  Miller  holds  membership  in  the  Ameri- 
can Woodmen,  the  Ohio  Teachers'  Reading 
Circle,  the  Northwestern  Ohio  Teachers'  As- 
sociation, the  Ohio  State  Teachers'  Associa- 
tion and  the  United  Brethren  Church,  and 
gives  them  all  a  cordial,  influential  support. 


640 


IVAN    L.    CRALL 


This  gentleman  is  an  enthusiastic  devotee 
of  his  honored  profession  and  as  a  public  edu- 
cator is  an  exponent  of  more  than  average 
ability,  being  one  of  the  most  advanced  and 
progressive  among  Ohio's  younger  generation 
of  school  teachers. 

Ivan  Crall  was  born  in  Crawford  county, 
Ohio,  April  8,  1880,  on  the  farmstead  of  his 
father,  William  Crall,  and  his  early  youth 
was  passed  in  the  manner  usual  to  boys  bred 
in  the  country.  He  attended  the  district 
schools  of  Crawford  county,  later  taking  a 
course  in  the  Ohio  Northern  University  at 
Ada.  Ohio,  and,  after  successfully  graduating 


he  secured  charge  of  ;:  country  school,  which 
he  directed  for  four  years  with  narked  ability. 
In  1903  he  accepted  an  offer  from  Bucyrus,  to 
become  principal  of  the  West  Side  School,  and 
this  position  he  still  continues  to  fill  with  the 
most  productive  results.  His  classes  are 
steadily  increasing  in  numbers,  and  he  com- 
mands the  fullest  confidence  and  respect  of  all 
his  pupils. 

Mr.  Crall  is  a  member  of  the  Knights  of 
the  Maccabbees,  the  Ohio  Teachers'  Reading 
Circle,  and  the  Methodist  Episcopal  Church, 
and  he  is  popularly  known  in  both  educational 
and    private  circles. 


647 


ARTHUR   JUERGENS 

Superintendent  of   Music, 
Springfield,  Ohio 


BENJ.    B.    MCINTIRE 

Principal  Washington  Street  School, 
Springfield,  Ohio 


O.    E.   ALLEN 

Principal  Jefferson  Street  School, 
Springfield,  Ohio 


THEO.   J.    REBERT 

Principal  dibert  Avenue  School, 
Springfield,  Ohio 


648 


DARLINGTON    J.  SNYDER,  A.  B.,   M.  A.,   M.   D. 


To  delve  deep  into  science,  to  form  anil)i- 
tioiis  desires  and  attain  tlieni.  to  study  the 
means  wherewith  to  relieve  and  elevate  man- 
kind, and  to  see  these  ends  fulfilled,  in  a 
measure,  as  far  as  one  individual's  efforts 
are  concerned,  must  be,  beyond  doubt,  a 
matter  of  self-gratulation,  and  worthy  the 
encomiums  of  the  public  mind.  Unstintedly, 
all  that  this  sentence  conveys,  applies  and 
is  due  to  the  gentleman  wdiose  name  heads 
this  brief  sketch.  .\s  a  public  educator,  as 
a  humanitarian,  all  his  life  work  has  been 
given  for  the  betterment  of  his  fellow-beings, 
and  his  efforts  have  met  with  most  substantial 
results.  Without  undue  eulogy  it  may  truth- 
fully be  said  that  Dr.  Snyder  is  worthy  to 
be  placed  in  the  splendid  galaxy  of  public 
educators  wdio  lia\e  worked  for  and  made 
Ohio  famous  for  the  magnificent  school  sys- 
tem   which    it    now    possesses. 

D.\Ri.i.\GT0N'  J.  Snvdek  was  born  in  New 
Salem,  Fairfield  County,  Ohio,  November  1.'?, 
1H43,  son  of  John  M.  Snyder,  a  tailor  by  voca- 
tion, and  Nancy  [Manley]  Snyder,  a  descend- 
ant of  old  colonial  stock,  whose  father,  John 
Manley.  was  a  Revolutionary  War  patriot. 
Our  subject's  early  education  was  secured  in 
the  common  schools  of  New  Salem  and  in 
the  Union  .'\cademy  of  Fairfield  County.  He 
then  took  an  art  course  in  the  Ohio  Wesleyan 
University,  and  was  graduated  in  18(i8  with  the 


degree  of  Bachelor  of  Arts.  In  1871  the 
university  conferred  upon  him  the  degree 
of  Master  of  Arts.  Having  decided  to  become 
a  physician  he  entered  the  Columbus  Medical 
College,  and  was  graduated  as  M.  D.  in  1891. 
He  is  a  member  of  the  .Alumni  of  Starling 
Medical  College,  Columbus.  Dr.  Snyder  was 
appointed  a  county  school  examiner  of  Fair- 
field County.  Ohio,  in  18(i!l.  served  for  a 
year  and  then  removed  to  Franklin  County, 
Ohio,  settling  in  Reynoldsburg.  There  he 
organized  the  public  schools,  placing  them 
upon  an  up-to-date,  progressive  basis,  and 
he  remained  at  their  head  for  the  unprece- 
dented period  of  thirty  years.  In  1875  he  was 
appointed  County  E.xaminer  of  Franklin 
County  by  Judge  John  M.  Pngh,  and  served 
in  that  capacity  for  over  eight  years.  In  1904 
he  was  re-appointed  by  Judge  Samuel  L. 
Black,  and  in  Septeml)er  of  the  same  year 
became  President  of  the  board,  which  position 
he  still  holds.  Dr.  Snyder  organized  the 
Dewey  High  School,  Third  .Avenue.  Colum- 
bus. Ohio,  and  was  its  Principal  for  seven 
years.  For  eight  years  he  lectured  before 
the  Ohio  Medical  University,  filling  the  chairs 
of  Chemistry,  Materia  Medica,  Botany, 
Electro-Therapeutics,  Psychological  Medicine, 
and  Physiological  Chemistry.  His  life  has  in- 
deed been  a  busy  one.  In  the  general  lecture 
field  he  has  been  prominent  as  an  exponent  of 


649 


scientific  subjects  in  educational  lines  and 
on  general  medical  tojMcs.  He  has  been  a 
member  of  tbe  Beta  Tbeta  Pi  Greek  letter 
fraternity  since  lf<HS,  and  delivered  an  address 
at  the  meeting  of  all  the  local  alumni  of  that 
organization,  held  at  the  Hotel  Hartman,  Co- 
lumbus, in  February,  I'Jn.").  At  the  Board  of 
Trade  building,  Columbus,  he  delivered  the 
first  annual  address  on  behalf  of  the  faculty 
to  the  graduates  of  the  Ohio  Medical  Uni- 
versity. He  has  also  given  many  public  ad- 
dresses on  many  other  important  occasions. 
Dr.  Snyder  is  a  8'J  degree  Mason,  and  also 
holds  membership  in  the  Knights  of  Pythias, 
Odd  Fellows  and  Eastern  Star.  In  18tii(  he 
was  married  to  Miss  Lomira  F.  Landon,  of 
New  Salem,  Ohio,  a  ladv  of  excellent  aitain- 


ments,  and  they  occupy  a  handsome  residence 
at  No.  140!)  North  High  Street.  Adjoining  is 
his  office,  where  he  conducts  a  general  medical 
practice.  Dr.  Snyder  is  a  member  of  the 
National  Medical  Association  and  the  Ohio 
State  Medical  .Association.  On  May  9,  1905, 
he  delivered  an  address  at  Columbus  before 
the  State  Pediatric  Society,  his  subject  be- 
ing "Normal  Moods  of  Babies,  and  How  to 
Produce  Them."  In  May  of  this  year,  at  a 
l)an(|uet  held  at  a  prominent  Columbus  hotel 
he  also  was  the  recipient  of  many  compli- 
ments for  his  post-prandial  address  on  behalf 
of  the  medical  fraternity  of  Ohio's  capital 
city.  Dr.  Snyder  is  an  indefatigable  worker 
and  commands  the  esteem  of  all  who  know 
him. 


:^- 


COLLEGE  IN  THE  WOODS,  OBERLIN,  OHIO 


650 


JOHN     M.    SARVER 


The  public  schools  of  Canton  are  among 
the  best  in  Ohio  under   the  able  management 

of    SlI'ERlNTENDF.NT  JoHN    M.    SaKVEK.      Durmg 

the  four  years  of  his  incumbency  in  this 
office  the  school  system  has  increased  in  gen- 
eral efficiency  in  a  marked  degree.  Evidences 
of  a  progressive  administration  appear  in  the 
following  changes  luider  the  present  sui)erin- 
tendcnt :  the  introduction  of  manual  training, 
the  inauguaration  of  semi-annual  promotions, 
the  establishment  of  an  oral  deaf  school,  and 
the  extension  of  the  elective  system  in  the 
High  School  course  of  study. 

By  reason  of  his  devotion  to  the  cause  of 
education  the  past  twenty  years,  Mr.  Sarver 
is  widely  and  favorably  known  as  an  edu- 
cator to  whom  largely  belongs  the  credit  for 
the  high  standing  of  the  Canton  schools. 
Measured  by  accomplishments  for  the  advance- 
ment of  the  schools,  his  administration  thus 
far  is  unsurpasse  1  by  any  one  of  his  able 
predeccs.sors  in  office. 

Mr.  Sarver  is  an  exception  to  the  dictum, 
"the  profit  is  not  without  honor  save  in  his 
own  country,"  for  he  was  born  in  Canton, 
November  2!>,  1805.  His  father.  Michael 
Sarver,  was  a  teacher,  afterward  an  attorney- 
at-Iaw.     His  mother's  maiden  name  was  Eliza 


J.  .'\ndirson.  Superintendent  Sarver  attended 
the  Canton  schools  ai:d  was  graduated  from 
t'le  Canton  high  school.  He  then  entered  the 
Ohio  Northern  University  and  graduated  from 
that  institution  in  188(>.  In  188!)  he  was 
granted,  a  High  School  Life  Certificate  by  the 
State   Board   of   Examiners. 

Mr.  Sarver  first  taught  in  the  rural  schools 
of  Stark  County  about  fifteen  months,  after 
which  he  was  elected  principal  of  an  element- 
ary school  in  Canton.  In  this  position  he 
served  more  than  five  years,  when  he  was 
transferred  to  the  high  school.  After  two 
years'  service  as  teacher,  he  was  protnoted  to 
the  principalship  of  the  high  school,  where  he 
remained  for  seven  years,  and  succeeded  in 
giving  the  high  school  the  reputation  of  being 
one  of  the  largest  and  best  in  the  smaller 
cities  of  the  state.  His  advancement  to  the 
superintendency  of  schools  in  1901  was  the 
logical  result  of  this  record  of  efficient  work. 

Mr.  Sarver  is  a  memlier  of  the  National 
Educational  Association,  the  Ohio  Teachers' 
Association,  the  Ohio  Teachers'  Federation, 
the  Northeastern  Ohio  Teachers'  Association, 
the  Stark  County  Teachers'  Association,  and 
is  affiliated  with  the  Masons,  Odd  Fellows, 
Kniphts  of  Pythias  and   American  Mechanics. 


651 


PROF.    W.    W.   GUERR 


To  the  disciples  of  Terpsichore  in  Colum- 
bus the  above  gentleman  is  most  familiarly 
and  popularly  known,  and  his  services  arc  in 
constant  demand.  In  the  present  progressive 
age  no  young  person's  education  is  considered 
complete  without  a  knowledge  of  dancing, 
and  Professor  Guerr  is  the  instructor  par 
c.rccllcncc  to   impart  this  knowledge. 

Walter  Warren  (jlerr  was  born  in  Buff- 
alo, New  York,  January  Hi,  187-S.  son  of  W. 
H.  and  Eliza  (  Booth)  Guerr,  the  former  a 
stationary  engineer,  and  the  worthy  couple  is 
still  living  in  that  city.  Our  subject  received 
his  education  in  the  public  schools  of  Buffalo, 
left  school  early  in  1885,  and,  going  to  Co- 
lumbus, Ohio,  in  the  spring  of  that  year, 
secured  employment  as  a  motorman  with  the 
Columbus  Street  Railway  Company,  and  re- 
mained in  that  capacity  nine  years.  Having 
always  been  an  expert  dancer  he  now  e,stab- 
lished  a  dancing  school,  but  did  not  altogether 
relinquish  railroad  work  until  December,  190.'?, 
when  his  classes  liad  attained  such  proportions 
as  to  demand  his  entire  attention. 

Professor  Guerr  occupies  the  entire  second 
floor  of  the  United  Commercial  Travelers' 
Building,  southeast  corner  of  Gay  and  Front 
streets,    which    has    been    admirably   fitted    up 


for  his  purposes,  and  provided  with  all  mod- 
ern improvements.  Classes  are  held  in  this 
model  dancing  academy  every  Monday  night, 
open  receptions  Wednesdays  and  Fridays, 
while  private  instruction  may  be  arranged  for 
at  any  time.  The  terms  are  most  reasonable 
for  such  a  select  school,  the  fees  for  ladies 
being  three  dollars,  for  gentlemen  five  dol- 
lars per  term.  Professor  Guerr  guarantees 
to  teach  anyone  the  waltz  and  two-step  in 
one  term.  He  has  a  first-class  orchestra,  un- 
der the  leadership  of  Harry  Kissell,  a  finished 
musician,  who  introduces  many  novel  musical 
efi^ects,  and  he  is  assisted  in  the  management 
of  affairs  by  his  wife,  Mrs.  Mary  M.  Guerr, 
his  brother.  Henry  J.  Guerr,  and  Robert 
Burkhart,  the  two  last  named  being  widely 
known  as  most  proficient  dancing  instructors. 
In  September,  liML',  Professor  Guerr  was 
married  to  Miss  Mary  Moll,  of  Columbus,  an 
estimably  known  lady,  and  they  have  a  pleas- 
ant home  in  the  Capital  City.  Professor 
Guerr  is  soon  to  have  a  new  academy  on 
Front  street,  between  Broad  and  Gay  streets. 
It  is  to  be  equipped  with  an  automatic  walk- 
ing stairway,  and  will  be  opened  in  Septem- 
ber.   1!I<15. 


652 


W.    E.   HEICHEL 


Among  the  public  educators  of  Ohio  who 
have  obtained  distinguished  success  is  Mr. 
W.  E.  Heichel,  the  present  most  capable 
superintendent  of  schools  at  Creston.  This 
gentleman  is  a  native  of  Ohio,  having  been 
born  in  Ashland  County,  April  14,  1804.  He 
has  two  brothers  and  three  sisters,  all  living, 
the  brothers,  Thomas  and  Ray  Heichel,  be- 
ing successful  hardware  merchants  at  Ash- 
land. Ohio.  His  parents,  John  and  Maria 
(  Hanimett )  Heichel,  were  both  born  and  bred 
in  .-Xshland  County,  and  still  reside  on  their 
farm  there,  the  worthy  couple  being  held  in 
high   esteem   by   all   their   neighbors. 

Our  subject  attended  the  district  schools 
of  .\shland  County  for  twelve  years,  and  then 
took  a  three  years'  preparatory  course  in  Ash- 
land College.  He  next  studied  for  a  year  at 
the  Tri-State  Normal  College,  at  Angola,  In- 
diana, and  completed  his  preparation  for 
teaching  by  a  two  years'  course  at  the  Ada, 
Ohio,  Normal  School.  He  began  teaching  in 
1887  in  a  di.strict  school  in  Ashland  County, 
and  remained   in  that  county  five  years,  hav- 


ing two  .schools  in  all.  He  then  took  a 
course  in  college,  after  which  he  was  prin- 
cipal of  Sullivant  School  at  Ashland  for  seven 
years,  this  being  a  high  school  for  Sullivant 
Township.  In  lltdl  he  went  to  Creston.  hav- 
ing been  elected  superintendent  there,  and  he 
has  been  most  successful  in  his  work  in  that 
town.  He  has  four  experienced  assistant 
teacher.s,  an  average  attendance  of  225  pupils, 
and  40  pupils  in  the  high  school,  which  is  of 
the  second  class. 

Mr.  Heichel  holds  an  eight  year  county 
certificate.  He  was  organizer  of  the  Creston 
branch  of  the  Ohio  Teachers'  Reading  Circle, 
and  holds  membership  in  the  Wayne  County 
Teachers'  Institute,  the  Bi-County  Teachers' 
Association,  the  Ohio  State  Teachers'  Asso- 
ciation, the  Congregational  Church,  the 
Knights  of  Pythias  and  Maccabees,  and  for 
four  years  was  clerk  of  Mohican  Township. 
In  1800  he  was  married  to  Miss  Alice  Brandt, 
of  Ashland  County,  and  they  have  one  child, 
a   son,   now   in   his   eleventh   vear. 


653 


F.    D.    WARD 


The  schools  of  Lorain  are  accounted  as 
heing  among  the  best  in  Ohio,  and  the  greater 
part  of  this  condition  of  excell  nee  is  due  to 
the  efforts  put  forth  by  Mr.  F.  D.  Ward  since 
he  assumed  the  superintendentship  in  1890.  He 
is  progressive  in  his  methods,  earnest  in  their 
application,  and  has  been  uniformly  success- 
ful wherever  he  has  been  in  control.  F.  D. 
Ward  was  born  in  Spencer,  Medina  County, 
Ohio,  in  1850,  son  of  Aaron  S.  Ward,  at  one 
time  a  millwright,  but  latterly  a  farmer,  and 
his  early  education  was  secured  in  the  country 
schools,  the  high  school  at  Wellington,  Ohio, 
studied  a  short  time  at  Oberlin,  and  then 
came  a  course  at  the  Northwestern  Ohio 
Normal  School,  from  which  he  graduated  in 
1879  with  the  degree  of  B.   S. 


Mr.  Ward  first  taught  in  a  country  school 
at  the  same  time  he  wa.^  prosecuting  his  own 
.-tudies.  Afterward  he  had  a  more  important 
charge  at  Rochester,  going  thence  to  LeRoy, 
Ohio,  in  1880,  and  in  1890  he  was  elected  sup- 
erintendent at  Lorain.  Ohio,  in  which  posi- 
tion he  still  most  productively  exercises  his 
abilities.  Mr.  Ward  is  an  ex-member  of  the 
Ohio  Teachers'  Reading  Circle,  and  now 
holds  membership  in  the  Northeastern  Ohio 
Teachers'  Association,  the  Ohio  State  Teach- 
ers' Association,  the  National  Educational 
Association,  the  Knights  of  Pythias  and  the 
Methodist  Church.  In  1875  he  was  united  to 
Miss  Harriet  G.  Walker,  and  they  have  a 
family  of  four  promising  sons. 


654 


H.  H.  CULLY 


As  superintendent  of  the  public  schools  at 
Glenville.  Ohio,  a  fine  residence  suburb  of 
Cleveland,  Mr.  Cully  for  ten  years  has  man- 
aged affairs  with  a  master's  hand  and  mind, 
has  developed  his  schools  to  an  admirably 
proficient  and  efficient  point,  and  decidedly 
established  a  reputation  for  his  fitness  and 
capability  as  a  popular  educator. 

He  has  ever  been  keen  to  note  all  advances 
made  in  pedagogical  practices,  in  all  educa- 
tional movements,  and  to  adapt  the  best  of 
all  that  seemed  practical  and  reasonable.  Willi 
conservative  liberalism  he  has  made  no  dis- 
tinct departures,  but  in  his  methods  may  be 
said  to  be  altruistically  "up-to-date."  H.  H. 
Cully  was  born  in  Dalton,  Wayne  County. 
Ohio,  June  3,  18(51,  son  of  John  Cully,  farmer, 
and  was  fir.st  educated  in  the  district  schools, 
and  then  came  study  in  and  graduate  from 
the  high  school  at  IDalton.  Next  followed  a 
course  at  Mount  Union  College,  Alliance, 
Ohio,  and  graduation  in  1887  with  the  degree 
of  Bachelor  of  Arts.  In  18!tO  this  institution 
conferred  upon  him  the  further  honor  of 
Master  of  Arts.  Mr.  Cully  earned  every 
dollar  of  his  expenses  at  college  by  teaching 
school  for  about  five  tuonths  each  year  in  the 
rural  schools.  By  the  full  four  term  plan 
then  in  vogue  at  Mt.  Union  College,  very 
many  students  were  enabled  to  earn  their  own 
way  through  college.  After  graduation  Mr. 
Cully   returned   to  the   Dalton   schools,  where 


he  had  prepared  for  college,  as  superintendent. 
.\fter  three  years'  service  he  resigned  and 
went  to  Burton,  Geauga  County,  Ohio,  for 
five  years.  His  worth  now  having  been  clearly 
demonstrated,  he  was  called  to  Glenville, 
Ohio,  and  as  superintendent  of  the  public 
schools  has  certainly  achieved  an  enviable 
record.  In  seven  years  the  school  attendance 
increased  from  four  hundred  to  fifteen  hun- 
dred pupils,  the  teaching  force  from  nine  to 
fortv-two ;  and  the  salary  from  one  thousand 
to  two  thousand  dollars. 

Last  year  the  board  erected  a  high  school 
Iiuilding  at  a  total  cost  of  seventy-five  thou- 
sand dollars.  The  building  is  modern  in  every 
respect  and  thoroughly  equipped.  Mr.  Cully 
holds  membership  in  the  Ohio  State  Teachers' 
.Association,  the  National  Educational  Asso- 
ciation and  also  in  the  Northea.stern  Ohio 
Teacliers'  Association,  of  which  he  has  had 
the  honor  to  be  at  one  time  president.  In 
December  31,  1801,  he  was  married  to  Miss 
Ora  H.  Harper,  of  Dalton,  Ohio,  who  had 
been  associated  with  him  as  a  teacher  in  the 
schools  there.  They  have  no  children.  Mrs. 
Cully  is  very  closely  identified  with  several 
of  the  leading  literary  clubs  of  Cleveland. 
They  have  a  large  circle  of  friends  and  ac- 
ru'aintances.  and  have  a  very  pleasant  and 
commodious  home  on  Doan  Street,  near  Gor- 
don  Park. 


655 


HENRY  T.  MAIN 


This  gentleman  is  widely  and  most  favor- 
ably known  to  the  school  men  and  women 
of  the  Buckeye  State  as  a  thoroughly  accom- 
plished and  experienced  educator,  as  well  as 
one  who  has  done  much  to  advance  the  status 
of  his  honored  profession.  Faithfully  and 
efficiently  has  he  served  in  his  public  capacity 
and  he  has  fully  earned  the  high  position  now 
so  admirably  filled  by  him. 

Mr.  Main  is  a  native  son  of  Ohio,  having 
been  born  on  July  5,  1865,  in  Delaware  County, 
and  he  was  reared  on  the  old  homestead  of 
his  father,  Mr.  A.  Main,  together  with  his 
three  brothers  and  three  sisters,  of  whom  one 
brother  and  one  sister  are  now  deceased.  Mr. 
Main  was  given  a  sound  education  in  the 
common  and  higher  grades  of  the  public 
schools,  and  began  his  professional  career  at 
Ashley,  Ohio,  .cerving  in  the  schools  of  that 
town  for  seven  years,  when  he  was  promoted 


to  the  principalship  of  the  South  School  at 
Delaware,  and  for  the  past  eleven  years  this 
position  has  been  under  his  skillful  manage- 
ment. The  average  attendance  reaches  a  most 
respectable  figure,  the  assistant  teachers  are 
possessed  of  undoubted  capacity,  and  the 
system  of  discipline  introduced  by  Mr.  Main 
has  borne  most   substantial   fruit. 

Mr.  Main  is  a  memlier  of  the  Ohio  Teach- 
ers' Reading  Circle,  the  Central  Ohio  Teach- 
ers' Association,  the  Delaware  City  and 
County  Board  of  Examiners,  was  president 
of  the  Delaware  County  Teachers'  Associa- 
tion two  years,  has  been  instructor  in  the 
latter  organization  three  successive  years,  and 
has  taken  an  especial  interest  in  Reading 
Circle  work,  and  the  general  educational  in- 
terests of  Delaware  County,  in  1888  he  was 
married  to  Miss  Hallie  Buck,  and  they  have 
a   family   of  three  bright  daughters. 


656 


RICHARD    E.   TOPE 


The  proficient  superintendent  of  schools  at 
Oak  Hill,  Ohio,  was  born  December  19,  1875, 
at  Lincohi,  Ohio,  on  the  farmstead  of  his  par- 
ents, Richard  and  Rebecca  (Ervin)  Tope. 
He  received  a  sound,  thorough  education, 
which  included  studies  in  rural  schools,  town- 
ship high  schools,  the  Ohio  Wesleyan  Univer- 
sity at  Delaware,  several  summer  normals, 
private  instruction,  and  a  course  at  the  Provi- 
dence University,  from  which  he  received  the 
degree  of  Bachelor  of  Arts  in  1902,  and  that 
of  Master  of  Arts  in  1904. 

He  fir.st  taught  in  the  rural  schools  of  Lin- 
coln for  two  year.?,  then  in  the  township  high 
school  for  two  years,  and  then  was  appointed 
superintendent  at  Thurman,  Ohio,  for  two 
years.  , 

Five  years  ago  he  was  elected  superintend- 
ent at  Oak  Hill,  and  through  the  excellence 
of  his  services  has  retained  this  position  ever 


since.  During  his  administration  the  high 
school  has  been  more  than  doubled,  a  new 
course  of  study  has  been  arranged,  and  a 
modern  brick  building  has  been  constructed. 

PR0FES.S0R  Tope  is  a  member  of  the  South- 
eastern Ohio  Teachers'  Association,  the  Allied 
Educational  Associations  of  Ohio,  the  Ohio 
State  Teachers"  Association,  the  Masonic  body 
and  the  Knights  of  Pythias,  also  president  of 
the  County  Examiners'  Board,  and  most 
efficiently  holds  various  positions  of  trust  and 
honor.  He  has  attained  an  excellent  reputa- 
tion as  a  writer  and  public  speaker.  On  De- 
cember .SO,  1903,  he  was  married  to  Miss 
Elizabeth  Jones,  a  lady  most  estimably  known' 
in  the  social  world.  Mrs.  Tope  was  educated: 
in  the  Oak  Hill  schools  and  at  Oberlin  and' 
she  is  deeply  interested  in  the  school  systemi 
and  in  educational  progress. 


657 


WILSON    HAWKINS 


In  the  above  named  gentleman  the  Ohio 
school  system  has  one  of  its  best  trained  and 
ablest  advocates  and  exponents ;  his  record 
has  been  clean,  creditable,  honorable;  his 
standing  to-day  is  of  the  highest,  most  cred- 
itable character.  Wilson  Hawkins  was  born 
near  Kensington,  Ohio,  in  Carroll  connty,  May 
14,  1874,  his  parents  being  William  and  Eliza- 
beth A.  (Bettis)  Hawkins,  both  of  whom 
were  also  natives  of  Carroll  connty  and  de- 
scendants of  early  English  and  Scotch-Irish 
settlers. 

His  youth  was  passed  on  the  home  farm 
and  until  eleven  years  of  age  he  attended  the 
district  school  a  mile  and  a  half  distant.  Then 
he  entered  the  village  schools  at  East  Roches- 
ter, Ohio.  Mr.  Hawkins  secured  his  first 
certificate  to  teach  when  sixteen  years  old  and 
began  teaching  at  once  in  a  district  school 
seven  miles  from  home,  walking  back  and 
forth,  and  received  the  magnificent  salary  of 
$20.00  per  month.  He  received  the  equivalent 
of  a  high  school  education  in  select  schools 
and  soon  entered  Mount  Union  College  where 
he  completed  a  course  in  1897.     Since  this  time 


he  has  been  spending  every  summer  vacation 
either  as  a  student  or  as  a  teacher  in  some 
summer  school.  Mr.  Hawkins  has  had  the 
benefit  of  much  private  tutoring.  He  has 
himself  been  an  instructor  at  different  times  in 
summer  normals  at  Mt.  Union  and  Scio  col- 
leges. Mr.  Hawkins  has  taught  in  every 
grade  of  school  work  from  the  primary  to  a 
superintendency.  He  taught  three  years  in 
the  country  schools  of  Columbiana  county  and 
was  four  years  principal  at  Unionport  in  Jef- 
ferson county,  where  he  established  a  most 
creditable  record.  In  181)0  he  went  to  Mingo 
Junction  as  principal  of  the  high  school  and  at 
the  end  of  one  year  was  promoted  to  the 
superintendency  which  position  he  still  holds 
and  has  enjoyed  many  recognitions  of  merit 
at  the  hands  of  his  board  of  education.  There 
are  four  fine  buildings  under  his  charge,  and 
seventeen  assistant  teachers,  also  a  special  in- 
structor in  music  and  drawing,  and  the  pupils 
are  about  600  in  number,  this,  despite  the  fact 
that  there  is  a  large  parochial  school  there  to 
detract  from  the  public  school  attendance. 
Mr.    Hawkins   is   a   member  of  the   execu- 


658 


live  committee  of  the  Jefferson  county  teach- 
ers' institute  and  a  member  of  the  county 
board  of  school  examiners.  He  holds  mem- 
bership in  the  Ohio  Teachers'  Reading  Circle, 
the  State  Teachers'  Federation,  the  State 
Teachers'  Association,  the  Superintendents' 
Department  of  the  National  Educational  As- 
sociation, the  Eastern  Ohio  Teachers'  Asso- 
ciation, and  the  Ohio  Valley  Round  Table.  He 
is  not  only  a  member  of  these  various  associa- 
tions but  he  is  a  regular  attendant  and  is 
usually  found  among  the  speakers.  He  takes 
considerable  interest   in   fraternity  and  church 


work  and  is  a  member  of  the  Presbyterian 
Church  and  of  the  I.  O.  O.  P.,  and  masonic 
lodges. 

In  1897,  Mr.  Hawkins  was  married  to  Miss 
Nettie  Maxwell  of  Unionport,  Ohio,  who  was 
also  a  teacher.  He  has  two  fine  daughters,  one 
of  whom  is  attending  school.  The  ambition, 
tact,  executive  ability,  connected  with  a  win- 
ning frankness  of  the  subject  of  this  sketch 
justifies  his  friends  in  predicting  a  successful 
future  for  him  in  school  supervision,  his 
chosen  life-work. 


OLD    BLOCK    HOUSE 

Site  of  Campus  Martius,  Marietta,  Ohio, 
Built  in  1791 


659 


CHARLES   T.    MOORE 


"Education"  has  been  the  magic  word,  the 
■"open  sesame"  to  the  wonderfnl  progress  that 
has  developed  in  the  Buckeye  state,  and  our 
public  school  system,  as  so  lavishly  supported 
and  intelligently  directed  in  Ohio,  is  at  once 
the  pride  and  bulwark  of  our  free  and  patriotic 
sons  and  daughters.  The  public  school  has 
been  advanced  to  the  highest  acme  of  effective 
excellence  in  this  commonwealth,  and  Ohio  is 
a  recognized  leader  and  power  in  the  educa- 
cational  world. 

Among  our  successful  "lords  of  learning" 
must  be  enrolled  the  name  of  Ch.ari.es  T. 
MooREj  the  popular  superintendent  of  schools 
at  Pataskala,  Ohio,  who  is  a  thoroughly  pro- 
ficient in.structor  and  a  disciplinarian  of  sound 
judgment.  Mr.  Moore  was  born  on  July  26, 
1874,  at  Chandlersville,  Ohio,  on  the  farm 
conducted  by  his  parents,  Isaiah  and  Hannah 
Moore.  He  began  to  acquire  an  education  as 
a  pupil  in  the  country  schools  near  his  home, 
including     two     years     in    the     Chandlersville 


school,  and  then,  after  an  interval  of  two  years 
as  a  teacher  in  a  Salt  Creek  township  school, 
he  entered  Muskingum  College  at  New  Con- 
cord, Ohio,  for  a  five  years"  course  of  studies, 
and  successfully  graduated  from  that  insti- 
tution in  1900.  His  first  subsequent  charge 
was  a  district  school  in  Licking  township, 
Muskingum  county,  Ohio,  which  he  directed 
one  year,  when  he  was  appointed  Principal 
of  the  Pataskala  High  School,  and  so  success- 
fully did  he  perform  the  arduous  duties  of  the 
position  that  in  1!108  he  was  promoted  to  the 
Superintendency,  an  honor  won  by  sheer  merit 
and  ability. 

Mr.  Moore  was  married  on  December  25, 
1901,  to  Miss  Bessie  ,A.mspoker,  a  lady  most 
estimably  known  in  social  circles.  He  is  a 
member  of  the  National  Educational  Associ- 
ation, the  Ohio  State  Teachers'  As.sociation, 
the  Ohio  Teachers'  Reading  Circle  and  the 
Licking  County  Teachers'  Institute,  and  is  a 
member  of  the  Presbyterian  Church. 


660 


C.    D.   COONS 


The  chief  pride  of  Ohio  rightly  lies  in  her 
magnificent  scliool  system,  no  State  excelling 
her  in  this  respect,  and  the  grand  results  are 
shown  in  the  high  average  degree  of  intelli- 
gence exhibited  by  the  citizens  of  this  com- 
monwealth. 

The  subject  of  this  sketch,  Mr.  C.  D. 
Coons,  Superintendent  of  the  public  schools 
of  Granville,  is  an  educator  of  thorough  ex- 
perience and  sound  ability,  and  as  an  instruc- 
tor and  developer  of  the  youthful  mind  he  has 
achieved  a  most  distinct  success. 

Mr.  Coons  is  a  native  Buckeye,  having  been 
born  in  Pataskala,  Ohio,  October  23.  187fi,  son 
of  Steward  Coons,  a  carpenter  and  builder  of 
that  town.  After  completing  the  course  in 
the  public  schools  of  Pataskala  he  attended 
Wooster  University,  following  his  studies 
there  with  a  course  at  the  University  of  Chi- 
cago. He  began  his  pedagogical  career  in 
1895,  assuming  charge   of  a  district   school   in 


Union  township.  Licking  county,  Ohio,  and 
after  a  term  there  was  given  control  of  the 
Pataskala  Grammar  School,  from  which  posi- 
tion he  was  promoted  to  the  principalship  of 
the  High  School  at  Pataskala.  Thence  he 
went  to  Granville,  Ohio,  having  been  offered 
the  prinicpalship  of  the  High  School  ther?, 
in  1809,  and  after  filling  this  office  up  to  1001 
he  was  elected  superintendent  of  the  Granville 
public  schools,  a  well  deserved  elevation.  All 
the  departments  of  the  schools  under  his  care- 
ful supervision  are  maintained  at  the  highest 
degree  of  efficiency,  and  the  citizens  are  unani- 
mous in  the  verdict  that  he  is  '"the  right  man 
in  the  right  place." 

Mr.  Coons  is  an  ex-member  of  the  Ohio 
Teachers'  Reading  Circle,  holds  membership 
in  the  Masonic  order  and  Knights  of  Pythias, 
and  he  is  popularly  known  in  both  educational 
and    social   circles. 


661 


JEROME    B.    MOHLER 


For  almost  forty  years  the  above  named 
gentleman  has  been  an  active  factor  in  the 
educational  world,  and  he  is  widely  known  as 
a  profovmd  scholar  and  a  public  instructor  of 
exceptional    ability. 

Jerome  B.  Mohler  was  born  in  Miami 
county,  Ohio,  April  14,  1851,  and  has  lived 
almost  his  entire  life  in  th-.  Buckeye  State. 
His  father,  Ephraim  JMohler,  a  farmer  by 
vocation,  was  a  native  of  Cumberland  county, 
Pennsylvania,  but  had  early  settled  in  Ohio, 
and  resided  here  up  to  the  time  of  his  death, 
which  occurred  in  November,  1904.  His 
mother,  Anna  Mohler,  nee  Nill,  was  born  in 
Saxony,  Germany,  and  is  still  living  at  an 
advanced  age. 

The  family  comprised  eight  sons  and  si.x 
daughters,  and  of  the  former,  Messrs  Solo- 
mon, George  and  John  Mohler  are  prominent 
ministers  in  the  Baptist  denomination.  Our 
subject,  Jerome  B.  Mohler,  was  given  a  sound 
educational  training.  He  attended  a  district 
school  in  Miami  county  nine  years,  the  high 
school  at  Covington,  Miami  county,  the  Leba- 
non Normal  school,  and  the  State  Normal 
School  at  Warrensburg,  Missouri,  and  is  the 
holder  of  a  high  school  life  certificate  of  both 
Ohio  and  Wisconsin.  He  began  his  lengthy 
career  as  a  teacher  in  1808,  in  a  district  school 
of  Darke  county,  and  taught  in  that  and  other 
rural    schools    of   Darke    and    Miami    counties 


up  to  18711,  when  he  became  principal  of  Cass- 
town,  Miami  county,  for  four  years.  .\t  the 
expiration  of  that  period  he  served  for  four 
years  as  superintendent  at  New  Carlisle,  Clark 
county,  next  as  superintendent  of  Carrollton, 
Carroll  county,  four  years ;  then  as  superin- 
tendent at  Gallipolis  five  years  and  for  the 
remainder  of  the  time,  or  since  18f((),  he  has 
been  superintendent  of  schools  at  Orrville. 
Mr.  Mnliler  has  under  his  supervision  two 
school  buildings,  has  eleven  assistant  teachers, 
and  the  average  number  of  pupils  reaches  four 
hundred. 

Mr.  Mohler  was  one  of  the  organizers  of 
the  Ohio  Teachers'  Reading  Circle,  is  chair- 
tuan  of  the  executive  committee  of  the  Stark- 
Wayne  Bi-county  Teachers'  Association,  presi- 
dent of  the  Sixteenth  District  Ohio  Sunday 
School  Association,  and  served  for  three  years 
on  the  Gallia  Board  of  Examiners,  for  five 
years  on  the  City  Board  of  Examiners  at  Galli- 
polis, and  for  three  years  city  clerk  of  Cass- 
town.  He  is  a  member  of  the  Masonic  body, 
the  Kuights  of  Pythias.  Odd  Fellows,  Metho- 
dist Episcopal  Church,  Wayne  county  Teach- 
ers' Institute,  National  Educational  Associa- 
tion, the  Northeastern  Ohio  Teachers'  Asso- 
ciation, and  the  Ohio  State  Teachers'  Associa- 
tion. In  1877  he  was  united  to  Miss  Mary  -X. 
Hill,  of  ^liami  county,  and  they  have  had  a 
fatuily  of  ten  children,  six  sons  and  four 
daughters. 


662 


W.    M.    WALTERMIRE 


For  some  twenty-five  years  Ohio  has  had 
the  advantage  of  the  services  of  the  above 
named  gentleman  in  its  public  school  system, 
and  he  has  done  much  to  advance  the  cause  of 
education  in  the  Buckeye  State. 

W.  M.  Wai.termire  was  born  in  Morrow 
county,  Ohio,  January  '21.  18-58,  and  has  al- 
ways resided  in  this  state.  His  parents,  Mi- 
chael and  Mary  (Edwards)  Waltermire,  were 
also  natives  of  Morrow  county,  one  of  the 
oldest  families  there,  and  they  conducted  a 
farming  business.  Their  family  comprised  live 
sons  and  two  daughters,  all  of  whom  are  now 
living. 

Our  subject's  initial  education  was  obtained 
in  eight  years  attendance  at  a  rural  school  of 
his  home  county,  after  which  he  attended  the 
high  school  at  Forest,  Hardin  county,  four 
years,  the  normal  school  at  Valparaiso,  In- 
diana, four  terms,  and  the  college  at  Findlay, 
Ohio,  four  years,  graduating  from  the  latter 
institution.  He  began  teaching  at  the  age  of 
seventeen,  in  a  rural  school  of  Wyandot 
county,  followed  by  a  year  in  a  Hardin  county 
rural,  when  he  became  superintendent  and 
principal  of  the  Patterson  High  School  for 
two  years.  He  next  was  appointed  superin- 
tendent at  Wharton,  Wyandot  county  for  two 
years,  and  at  the  expiration  of  that  period  was 


.■superintendent  at  North  Baltiinore,  Wood 
county,  Ohio,  for  six  years.  Mr.  Waltermire 
then  entered  the  Ohio  State  University  for  a 
two  years"  post-graduate  course  in  reviewing. 
He  then  organized  Clinton  township  High 
School,  the  first  township  high  school  in 
Franklin  county,  became  principal  of  the  Clin- 
ton township,  Franklin  county  high  school  for 
three  years.  Reynoldsburg,  Ohio,  next  had 
his  services  for  three  years  as  superintendent 
and  principal  of  its  high  school,  and  since  l!l(l8 
he  has  officiated  as  superintendent  of  schools 
in  Centerberg,  Ohio.  He  has  Wvq  capable  as- 
sistants, and  an  average  attendance  of  'JOO 
pupils,  with  70  pupils  in  the  high  school. 

Mr.  Waltermire  holds  a  common  school 
life  certificate  for  the  State  of  Ohio,  was  a 
member  of  the  special  board  of  examiners  at 
North  Baltimore  four  years,  and  is  a  member 
of  and  organizer  for  the  Ohio  Teachers"  Read- 
ing Circle  in  Hilliar  township.  He  has  a  life 
certificate  in  the  Ohio  State  Teachers"  As- 
sociation, iii  a  member  of  the  National  Edu- 
cational Association,  the  Knox  county  Teach- 
ers' Institute,  and  the  Methodist  Episcopal 
Church. 

He  was  married  in  188fi  to  Miss  .Mlie 
Van  Horn,  of  Mount  Blanchard,  Hancock 
county,  Ohio,  and  they  reside  in  a  pleasant 
home  in  Centerberg. 


JOSEPH    H.    NORTON 


At  the  age  of  twenty  the  above  named 
received  his  first  teachers'  certificate,  and  for 
thirty  years  he  has  been  "in  harness"  as  an 
active  public  instructor.  He  is  a  disciplinarian 
of  dignity  and  sound  judgment,  rules  firmly 
yet  kindly,  and  ever  commands  the  fidlest 
confidence  and  highest  regard  of  his  colleagues 
and  scholars. 

Joseph  H.  Horton  was  born  in  Belprc, 
Washington  Coimty,  Ohio,  February  "2-t,  1854, 
his  parents  being  Daniel  and  Hannah  (Mc- 
Laughlin) Horton,  the  former  a  carpenter  by 
vocation,  who  had  always  been  a  resident  of 
said  county.  The  family  comprised  six  boys 
and  two  girls,  and  of  these  but  four  sons  sur- 
vive. The  subject  of  this  notice  attended  the 
school  at  Belpre  for  nine  years,  the  Belpre 
Academy  four  years,  and  the  Lebanon  Nor- 
mal School  two  years.  When  twenty  years 
old  he  taught  in  a  Belpre  Township  school 
for  a  year,  next  in  a  Marietta  Township 
school  for  a  like  period,  and  then  for  four- 
teen years  served  as  superintendent  of  the 
Rockland  School,  Washington  County.  He 
next  assumed  charge  of  the  school  at  West 
Rushville  for  three  years,  and  then  taught  in 
Rushville  three  years,  both  being  in  Fairfield 
County.  In  1901  Mr.  Horton  went  to  Balti- 
more,   Fairfield    County,    Ohio,    having    been 


elected  to  the  superintendentship  there,  and 
this  position  he  still  continues  to  fill  with  con- 
stantly augmenting  success.  He  has  four 
teachers  under  him,  an  average  enrollment  of 
130  pupils,  and  an  average  attendance  of  120. 

In  ISIOJ  he  was  appointed  county  examiner 
by  Judge  Kiefaber  and  is  now  president  of 
the   Board  of   Examiners. 

Mr.  Horton  holds  a  common  school  life 
certificate,  also  first  class  certificates  in  Wash- 
ington. Perry  and  Fairfield  counties,  and  is  a 
member  of  the  Ohio  Teachers'  Reading  Circle, 
the  Southeastern  Ohio  Teachers'  Association, 
the  Ohio  State  Teachers'  Association,  and  the 
Fairfield  County  Teachers'  Institute.  In  19U"2 
he  was  married  to  Miss  Meda  Snoke,  an  in- 
tellectual lady  who  is  also  a  member  of  the 
teachers'  profession,  and  since  1903  has  been 
principal  of  the  high  school  at  Thurston, 
Ohio.  Mr.  Horton  had  two  children  by  his 
first  marriage,  a  son  and  daughter.  His  son, 
Frank  O.  Horton,  who  is  now  studying  in  the 
Ohio  University  at  .\thens,  has  also  been  a 
teacher.  He  is  married  to  Miss  Clara  Myers, 
of  Baltimore,  Ohio,  a  graduate  of  Baltimore's 
schools  and  a  lady  of  bright  mentality.  The 
daughter.  Laura  Horton,  is  teacher  of  the 
primary  school  at  Pickerington.  Ohio,  and  has 
a   promising   future  before  her. 


664 


MRS.   J.    H.    HORTON 


The  public  schools  at  Thurston  rank  among 
the  best  in  the  State  and  tlie  citizens  are 
justly  proud  of  them.  The  buildings  are  all 
of  modern  construction,  while  the  Board  of 
Education,  by  its  liberality,  is  constantly  sup- 
plying everything  necessary  for  the  comfort 
and  advancement  of  the   children. 

The  principal  of  the  high  school,  Mrs.  J. 
H.  HoRTON,  is  a  lady  of  high  intellectual  gifts, 
and  rules  with  a  kindly  discipline  that  has 
endeared  her  to  all  her  pupils. 

Mrs.  Horton,  whose  maiden  name  was 
^leda  Snoke,  was  born  in  Fairfield  county, 
Ohio,  daughter  of  Andrew  and  Leah  (Car- 
penter) Snoke,  the  former  a  skilled  stone 
cutter  by  vocation,  and  there  were  four  chil- 
dren in  the  family,  two  of  either  sex.  Her 
sister  is  married,  and  of  her  brothers,  James 
Snoke  is  a  plumber  at  Ashland.  Ohio,  while 
Thomas  Snoke  is  a  gas  well  driller  in  Licking 
county.  Ohio.  Our  subject  attended  the 
schools  at  Sugar  Grove,  Ohio,  for  nine  years, 
the  Crawfis  Institute,  near  Lancaster,  for  t\vo 
summer  terms,  and  summer  normal  at  Rush- 
ville  for  one  term.  She  received  her  first 
teacher's  certificate  in  18!'0,  and  began  teach- 
ing   in    1801    in    the    graded    school    at    Su.gar 


Grove.  In  18i)2  she  went  to  Berne  township, 
teaching  there  for  a  year,  when,  for  a  similar 
period  she  engaged  with  the  Reform  Farm  at 
Lancaster,  Ohio,  as  teacher  of  the  seventh 
grade  and  stenographer.  The  following  year 
was  spent  in  the  service  of  C.  -'\.  Donohue, 
attorney,  of  Corning,  after  which  she  returned 
to  teaching,  becoming  attached  to  the  schools 
at  West  Rushville  for  five  years,  where  she 
taught  from  the  first  to  the  eighth  grades. 
The  grannnar  school  at  Sugar  Grove  next 
claimed  her  services  for  a  year,  and  then  West 
Rushville  for  another  year. 

In  IIMI-J  she  was  united  in  marriage  to  Mr. 
Joseph  H.  Horton,  school  superintendent  at 
Baltimore.    Ohio,    and    a    prominent    educator. 

In  lOO.S  Mrs.  Horton  went  to  Thurston  as 
teacher  of  the  intermediate  school,  and  almost 
immediately  was  promoted  principal  of  the 
higli  school.  She  has  an  average  attendance 
of  forty  pupils  and  the  best  of  discipline  pre- 
vails. 

Mrs.  Horton  holds  membership  in  the  Ohio 
Teachers'  Reading  Circle,  the  Southeastern 
Ohio  Teachers'  .As.sociation.  and  the  Fairfield 
County  Teachers'  Institute,  and  she  and  her 
husband  are  worshipers  in  the  Grace  Re- 
formed  Church  at   Sugar  Grove. 


665 


MILFORD    G.    CALHOON 


Aclciiowledgedly  the  greatest  factor  in  hast- 
ening the  world's  progress  on  to  the  dreamed 
of  niillcninm.  is  education.  The  great  American 
public  school  system,  recognized  as  the  best 
and  most  effective  among  all  the  countries  of 
the  world,  has  been  the  main  bulwark  upon 
which  our  national  greatness  has  been 
achieved.  Enlisted  in  the  ranks  of  school 
teachers  and  public  instructors  are  many  of 
our  brightest,  most  intellectual  men  and 
women  citizens.  The  exactions  of  the  teach- 
er's vocation  are  such  that  only  those  thor- 
oughly equipped  and  qualified  can  meet  them. 

A  gentleman  whose  career  in  this  field  of 
labor  has  been  an  uninterrupted  success  is  Mr 
Mii.FOKU  G.  Calhoon,  the  popularly  known 
superintendent  of  the  Roseville  school,  lie 
has  been  in  active  service  as  a  teacher  for  some 
twenty  years  and  is  known  as  a  thoroughly 
experienced,  competent  instructor.  Mr.  Cal- 
hoon was  born  in  Prairie  City,  Illinois,  on 
Feliruary  'Jli,  1865,  the  son  of  James  Calhoon, 
who  combined  the  occupations  of  farmer  and 
teacher.  Beside  an  excellent  home  training 
our  subject  attended  the  country  schools  in 
Wisconsin,  near  his  home,  and  later  entered 
the  Ada  Normal  School  at  Ada,  Ohio,  follow- 


ing his  course  from  that  institution  with  a 
short  course  in  the  Ohio  University  at 
Athens,  Ohio.  In  1885,  Mr.  Calhoon  was  as- 
signed to  a  school  in  Perry  county,  Ohio, 
and  in  1894  he  was  promoted  to  the  prin- 
cipalship  of  the  Glenford  (Ohio)  High 
School.  later  becoming  its  superintend- 
ent. In  1897  he  was  appointed  principal  and 
later  superintendent  of  the  Crooksville  school, 
leaving  the  latter  in  1901  to  accept  similar 
positions  in  Thornville,  and  in  1904  he  was 
appointed  to  his  present  position  of  Superin- 
tendent of  the  Roseville  School,  the  duties 
of  which  he  discharges  in  a  manner  showing 
marked    judgment,   experience   and    ability. 

Mr.  Calhoon  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  also  the  Masonic 
and  Odd  Fellows  organizations,  and  is  an 
attendant  of  the  Methodist  Episcopal  Church. 
He  is  the  possessor  of  four,  eight  and  twelve 
years'  diplomas,  and  these  evidences  of  abil- 
ity are  carefully  treasured  by  him. 

He  has  been  school  examiner  of  Perry 
county  for  four  years,  two  years  clerk  of  the 
board,  and  is  at  present  president  of  the  Board 
of  Kxaminers  of  Perry  county.  He  holds 
a  professional  certificate  in  his  own  and  ad- 
joining  counties. 


666 


W.    S.    EVERSULL 


For  more  than  twenty  years  the  public 
school  system  of  Ohio  has  had  an  active  and 
accomplished  exponent  in  the  above  named 
gentleman,  the  popular  superintendent  of 
schools  of  Elmwood  Place,  Ohio. 

Mr.  Eversull  was  born  at  Mt.  Airy.  Ham- 
ilton county,  Ohio.  October  2!'.  18t!o,  and  was 
the  son  of  John  C.  Eversull,  a  prominently 
known  surveyor  and  civil  engineer  of  Hamil- 
ton county. 

He  attended  the  common  schools  and  high 
schools  of  Hamilton  county,  graduating  from 
the  latter  in  1883. 

In  the  same  year  he  was  given  clarge  of 
a  district  school  in  Colerain  township,  Ohio, 
and  taught  there  until  1885,  when  he  went  to 
Green  township,  Ohio.,  to  assume  control  of  a 
school   there,   where  he  continued   until    1888. 

Then   he   was   appointed   superintendent   of 


schools  at  Sharonville,  Hamilton  county,  Ohio, 
and  was  in  control  of  the  schools  of  that  place 
for  four  years.  He  was  then  appointed  super- 
intendent of  schools  at  Elmwood  Place,  Ohio, 
and  has  for  twelve  years  been  filling  this  posi- 
tion to  the  eminent  satisfaction  of  all  con- 
cerned. 

He  is  thoroughly  progressive  and  up-to- 
date  in  his  methods,  and  his  schools  are  main- 
tained at   the   highest   standard   of  e.Ncellence. 

Mr.  Eversull  is  a  member  of  the  Hamilton 
County  Teachers'  Institute,  of  the  Hamilton 
county  and  of  the  Southwestern  Ohio 
Teachers'  .'Associations  and  is  also  active  in 
the  Masonic  order. 

November  20,  1890,  he  was  married  to 
Miss  Olive  McGrew,  of  Blue  Ash,  Ohio,  and 
they  have  two  bright  daughters  —  Bess  M., 
aged  5  years,  and  Edna  E.,  aged  3  years. 


667 


WILBUR    O.    WEIR 


For  the  past  score  of  years  the  above 
named  has  been  an  active  factor  in  the  educa- 
tional world  of  Ohio,  and  during  that  period 
bis  progress  and  advancement  have  been  unin- 
terrupted, while  be  has  ever  maintained  a  repu- 
tation of  the  most  creditable  character  for 
scholarship   and   executive  ability. 

Mr.  Weir  is  of  Obioan  birth,  having  been 
born  near  Forest,  this  state,  October  16.  I860. 
He  was  reared  on  his  father's  farm,  and  at- 
tended the  nearest  district  school.  After  com- 
pleting all  the  advautaoes  offered  there  he 
attended  the  Forest  High  School,  later  taking 
a  course  in  the  Ohio  Northern  University  at 
Ada,  Ohio,  from  whence  he  graduated  in  180.S 
with  the  degree  of  Bachelor  of  Arts,  and  in 
1896  the  same  institution  conferred  upon  him 
the  degree  of  Master  of  Arts.  As  a  teacher 
Mr.    Weir's    career    hea;an    in    I880.    when    he 


assumed  charge  of  a  country  school,  remaining 
there  up  to  1807  when  he  was  appointed  super- 
intendent of  the  school  at  Ridgway,  Ohio, 
and  there  he  remained  in  control  for  three 
years.  His  next  position  was  as  principal  of 
the  high  school  at  Sycamore,  Ohio,  and  after 
two  years'  incumbency  there,  he  in  1002,  was 
invited  to  accept  the  school  superintendcncy 
at  Dunkirk,  Ohio,  and  this  responsible  po- 
sition he  contimies  to  most  efficiently  preside 
over. 

Mr.  Weir  is  a  member  of  the  Order  of 
Odd  Fellows,  the  Knights  of  Pythias,  Ben 
Hur,  and  the  Disciples  Church,  and  is  al.so  one 
of  the  county  school  examiners.  He  secured 
a  state  certificate  in  December,  1899. 

In  1894  he  was  married  to  Miss  Anna 
O'Brien,  and  they  have  one  boy,  named  Paul 
Virgil  Weir. 


608 


C.    E.    BRATTEN 


It  costs  every  man.  woman  and  cliild  in 
the  United  States  $3.15  to  support  the  public 
schools.  This  is  a  heavy  tax,  but  measured 
by  the  results,  no  public  money  is  expended 
more  wisely.  It  explains  why  the  American 
workman  can  accomplish  more  than  his  Eur- 
opean brother,  why  our  industrial  development 
has  been  improved  so  rapidly,  why  agricul- 
ture has  improved,  why  the  average  death 
rate  is  diminishing,  why,  with  increased 
wealth,  has  come  an  even  greater  growth  in 
the  popular  appreciation  of  literature  and  art. 

One  of  the  successful  members  of  the 
great  teaching  corps  of  Ohio  is  the  subject 
of  this  sketch,  Mr.  C.  E.  Bratten,  the  popular 
and  highly  regarded  superintendent  of  the 
Wayncsville  school.  This  gentleman  is  a 
native  Buckeye,  born  on  the  farm  of  his 
father,  John  C.  Bratten,  in  Brown  County,  in 
ISfiO,  and  was  one  of  a  family  of  four  sons 
and  two  daughters,  all  of  whom  survive,  with 
the  exception  of  one  son.  Our  subject  for 
years  attended  the  public  schools  of  Brown 
and  Clermont  counties,  and  he  completed  the 
course  in  the  Bethel  High  School  in  1889.  Mr. 
Bratteti's    first    professional    charge    was    at 


Henning's  Mills,  where  he  taught  for  five 
years,  leaving  there  to  take  charge  of  the 
school  at  Todd's  Run,  in  the  adjoining  dis- 
trict, where  he  was  in  control  three  years. 
On  concluding  his  duties  at  Todd's  Run,  Mr. 
Bratten  entered  the  University  at  Lebanon, 
graduating  in  the  Scientific  class  of  1899, 
when  he  was  appointed  principal  of  the  Lelan 
School  which  position  he  held  for  three  years. 
Then  he  was  elected  superintendent  of 
VVaynesville  school,  a  position  he  has  filled  in 
a  manner  clearly  demonstrating  his  fitness  and 
capacity  for  the  place. 

Mr.  Bratten  has  been  a  member  of  the 
Ohio  Teachers'  Reading  Circle  for  the  past 
eight  years,  has  a  Common  School  life  cer- 
tificate for  the  State  of  Ohio,  and  is  a  mem- 
ber of  the  Warren  County  Teachers'  Associa- 
tion, member  of  Warren  County  Executive 
Committee,  also  the  Southwestern  Ohio 
Teachers'  Association,  and  is  likevvi.se  affili- 
ated with  the  Masonic  and  Odd  Fellows  or- 
ders, and  member  of  the  Methodist  Church. 
He  was  in  1892  united  to  Miss  Cora  Mace, 
also  a  teacher  and  they  have  an  interesting 
family  of  four  sons  and  two  daughters. 


669 


CHAUNCEY    LAWRANCE 


While  the  methods  employed  by  the  in- 
structors in  the  grand  educational  system  of 
Ohio  are  of  the  most  advanced  character, 
"faddism"  has  not  been  encouraged  or 
allowed  to  take  root,  and  the  result  is  that 
we  have  a  clean  plan  of  working  that  is  pro- 
vocative of  the  greatest  benefits  to  all. 

A  successful  exponent  of  this  progressive 
policy,  one  enjoying  a  high  degree  of  popu- 
larity, is  Mr.  Chauncey  Lawrance,  the  tal- 
ented superintendent  of  schools  at  Waverly, 
Ohio.  This  gentleman  was  born  in  Spring- 
field, Ohio,  February  22,  1876,  the  same  date 
that  the  immortal  Washington  first  saw  the 
light,  and  is  the  son  of  De  Luna  C.  Lawr- 
ance, prominent  in  the  electrical  world. 

His  earlier  education  was  received  in  the 
grammar  and  high  schools  of  Springfield. 
Graduating  from  the  latter  in  1894,  he  went 
thence  to  Wittenberg  College,  and  after  tak- 
ing a  five  years'  course  at  that  noted  institu- 
tion, graduated  with  honors  in  1899,  winning 
the  degree  of  Bachelor  of  Arts. 


In  1899  Mr.  Lawrance  took  charge  of  his 
first  school.  This  was  in  Springfield  Town- 
ship, and  after  two  years'  successful  work 
there  he  won  promotion,  being  elected  super- 
intendent of  the  Scioto  Township  schools, 
Pike  County.  One  year  later  he  received  a 
call  from  Waverlv,  Ohio,  to  become  principal 
there,  and  for  the  past  two  years  he  has  most 
faithfully  and  capably  filled  the  duties  of  sup- 
erintendent, his  practical  merits  having  gained 
him  promotion  to  this  position.  Mr.  Lawr- 
ance has  studied  two  summer  terms  at  Woos- 
ter  University,  and  one  summer  term  at  the 
Ohio  University  at  Athens,  and  he  always 
keeps  abreast  of  the  latest   in  educationalism. 

Mr.  Lawrance  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle  and  also  the  Masonic 
fraternity.  On  August  6,  1902,  he  was  mar- 
ried to  Miss  Olive  M.  Parthemore,  of  Spring- 
field, Ohio,  and  they  have  a  pleasant  home 
in  Waverly,  where  both  are  attendants  of  the 
Methodi.st  Episcopal  Church. 


670 


C.   J.    FOSTER 


Superintendent  of  schools  at  Caldwell,  Ohio, 
is  a  native  Buckeye,  having  licen  born  in  Van 
Wert  County,  this  State,  in  18(i.),  His  father, 
Josiah  Foster,  was  a  farmer,  and  our  subject 
was  reared  on  the  old  homestead,  attending 
the  country  schools  at  an  early  age.  His  edu- 
cation was  a  most  thorough  one.  On  finish- 
ing studies  at  the  public  schools  he  entered 
the  Normal  School  at  Portland,  Indiana,  and 
went  thence  to  the  Normal  School  at  Leba- 
non, Ohio,  and  then  to  the  .\da  Normal 
School,  from  which  he  was  graduated.  He 
next  studied  at  Middlepoint,  Ohio,  taking  a 
classical  course,  and  after  graduating  he  per- 
formed post-graduate  work  at  the  Chicago 
University.  Mr.  Foster  first  began  teaching 
nineteen  years  ago  in  a  country  school,  and 
his  subsequent  engagements  were  as  follows : 


Venedocia,  Van  Wert  County,  as  principal ; 
Normal  School,  Middlepoint,  Ohio,  one  year; 
Rome,  Georgia,  two  years  as  principal  of  the 
East  End  Academy ;  McComb,  Ohio,  as  sup- 
erintendent for  five  years ;  Bowling  Green, 
Ohio,  as  principal,  one  year :  Spencerville, 
Ohio,  as  superintendent,  three  years ;  Cald- 
well, Ohio,  as  superintendent,  two  years,  and 
this  position  he  still  most  efficiently  fills. 

Mr.  Foster  is  a  member  of  the  Ohio  Teach- 
ers" Reading  Circle,  the  Eastern  Ohio  Teach- 
ers' Association,  the  Ohio  State  Teachers' 
Association,  the  Knights  of  Pythias  and  the 
Baptist  Church.  In  1894  he  was  married  to 
Miss  Diantha  Walters,  of  Noble  County,  and 
they  have  two  fine  sons  as  the  result  of  their 
happy  union. 


671 


^w^ 


T.    HOWARD    WINTERS 


When  the  above  named  gentleman  chose 
teaching  as  his  life-vocation  he  made  no 
error,  as  his  subsequent  record  has  shown ; 
but,  on  the  contrary,  he  has  demonstrated 
that  he  is  an  educator  of  marked  ability  and 
thorough  efficiency. 

T.  Howard  Winters  is  an  Ohioan  by 
birth  and  has  always  lived  in  this  State.  He 
was  born  at  fronton,  January  12,  1877,  and 
his  father,  Thomas  Winters,  now  deceased,  a 
grocer  of  that  city,  was  well  known  as  a 
most  reputable,  upright  citizen  and  business 
man.  After  completing  his  studies  in  the  pub- 
lic schools  of  fronton  our  subject  took  a 
course  in  the  Ohio  Wesleyan  University  at 
Delaware,  Ohio,  and,  at  his  graduation  in 
1896,  had  secured  a  sound,  thorough  educa- 
tion. Shortly  afterward  he  was  assigned  to 
the  high  school  in  fronton  as  a  teacher,  and 
by  1900  had  so  well  established  his  merits 
that   he   received   and   accepted   a   call  to  be- 


come teaclier  in  the  high  school  at  Canton, 
Ohio,  After  remaining  there  a  year  he  re- 
turned to  fronton  to  become  principal  of  the 
high  school  there,  and  this  position  he  has 
since  filled  with  most  creditable  success.  His 
methods  are  thoroughly  commendable  and  his 
popularity  indisputable.  Mr.  Winters  has 
taken  special  work  in  science  in  the  summer 
schools  of  the  University  of  Michigan  and 
Columbia  University. 

He  holds  a  high  school  life  certificate,  and 
he  is  a  member  of  several  organizations. 
Among  these  are  the  Ohio  Teachers'  Reading 
Circle,  the  Ohio  State  Teachers'  Association, 
the  Southeastern  Ohio  Teachers'  Association, 
the  National  Educational  Association,  the 
Tri-State  Teachers'  Association,  the  Knights 
of  Pythias  and  the  Benevolent  and  Protective 
Order  of  Elks,  and  the  faith  to  which  he 
gives  allegiance  is  that  of  the  Methodist 
Episcopal  Church. 


672 


FRANK    E.   RINEHART 


Was  born  in  Preble  county,  Ohio,  May  "20, 
1875,  on  the  farm  conducted  by  his  father, 
Henry  Rinehart,  a  most  reputably  known  citi- 
zen of  German  descent,  who  with  his  mother 
Lydia  A.  Rinehart,  of  English  descent,  took 
great  interest  in  his  earlier  education.  They 
sent  him  to  the  district  school  of  his  home, 
and  later  to  the  graded  schools  and  high  school 
of  West  Alexandria,  graduating  from  the  lat- 
ter in  1893.  He  then  attended  Antioch  Col- 
lege at  Yellow  Springs  for  two  years,  after 
which  he  taught  successively  until  the  present 
time,  spending  three  summers  in  the  Ohio 
Northern  University  at  Ada,  from  which  he 
graduated  in  1903.  In  1890,  Mr.  Rinehart 
took  charge  of  a  school  in  Gasper  township, 
Preble  county,  and  after  teaching  there  for 
two  years  removed  to  Lanier  township,  where 
he  taught   for  two  years  also.     He  then  was 


appointed  superintendent  of  the  township  high 
school,  holding  that  position  for  a  year,  and 
for  the  past  three  ySars  he  has  been  superin- 
tendent at  West  Alexandria.  Under  his  man- 
agement the  schools  have  been  advanced  to  a 
high  degree  of  efficiency,  and  he  commands 
the  confidence  and  respect  of  the  entire  com- 
munity. 

Mr.  Rinehart  is  an  active  member  of  the 
Masonic  order  and  the  Knights  of  Pythias, 
also  the  Ohio  Teachers'  Reading  Circle,  the 
N.  E.  A.,  and  the  Southwestern  Ohio  Teach- 
ers' As.sociation,  S.  W.  Ohio  Superintendents' 
Round  Table,  and  he  is  one  of  the  County 
Examiners  of  Preble  county. 

On  August  18,  1903,  he  was  married  to 
Miss  Nellie  Burlner,  a  lady  of  excellent  at- 
tainments, and  they  have  a  bright  boy  baby, 
Huston  Henry  Rinehart,  to  cheer  their  home. 


673 


STANLEY  LAWRENCE 


This  popularly  known  school  instructor  is 
a  native  Ohioan,  having  first  seen  the  light 
in  Fairfield  County,  this  State,  on  June  12, 
1869,  his  father  being  Levi  Lawrence,  a  mer- 
chant of  the  village  of  Amanda.  After  at- 
tending the  schools  of  his  native  village,  Mr. 
Lawrence  received  his  academic  and  profes- 
sional training  in  the  Normal  Colleges  at  Leb- 
anon, and  at  Ada,  Ohio,  later  doing  work  in 
the  course  in  school  supervision  in  the  Ohio 
University  at  Athens.  He  was  granted  a  state 
certificate  in  1897. 

Mr.  Lawrence  began  his  teaching  career 
in  the  grades  of  the  Amanda  schools  in  1887 
where  he  remained  for  two  years.  He  then 
taught  in  a  country  school  and  as  principal 
at  Clear  Creek,  Ohio,  until  1895  when  he  was 


assigned  in  charge  of  the  schools  at  Amanda, 
Ohio,  and  subsequently  was  elected  superin- 
tendent of  the  schools  at  Basil,  Ohio.  He 
served  for  four  years  in  that  position,  resign- 
ing to  accept  a  call  to  New  Holland,  being 
offered  a  similar  position  there,  and  this 
office  he  continues  to  fill  in  the  most  compe- 
tent  manner. 

Mr.  Lawrence  is  a  member  of  the  Masonic 
fraternity,  the  Order  of  the  Eastern  Star,  and 
the  Methodist  Episcopal  Church.  He  is  active 
in  Teachers'  Associations  and  is  proving  him- 
self a  sterling  school  man.  In  1892  he  was 
married  to  Miss  Elnora  Varus,  and  they  have 
a  most  promising  family  of  two  sons  and 
two  daughters. 


674 


JAMES   ETHAN   COLE 


The  above  named  is  known  as  an  educator 
of  much  merit  and  ability  and  as  a  scholar 
of  erudite  attainments.  Under  his  leadership 
as  principal  of  the  high  school  at  Norwalk, 
Ohio,  a  high  degree  of  efficiency  has  been 
maintained  and  his  services  have  proved 
eminently   satisfactory  to  all   interested. 

J,\MES  Ethan  Cole  is  of  Ohio  birth,  hav- 
ing been  born  at  Norwalk,  June  26,  1868,  son 
of  George  W.  Cole,  carpenter  by  vocation. 
He  attended  the  common  and  graded  schools, 
graduated  from  the  Norwalk  high  school  in 
1888,  and  then  took  a  four  years'  course  at 
Buchtel  College,  graduating  in  1892  with  the 
degree  of  Bachelor  of  Arts.  He  entered  upon 
his  professional  career  the  following  Septem- 


ber as  a  teacher  in  the  Ohio  Central  Normal 
College  at  Pleasantville,  and  on  leaving  there 
acted  as  financial  agent  of  Buchtel  College 
i:o  to  July,  .1894.  For  the  succeeding  year  he 
was  instructor  of  physics  and  chemistry  at 
the  hieh  school  in  Akron,  Ohio,  and  since 
!89.")  he  has  held  the  principalship  at  Nor- 
walk, his  birthplace,  whose  citizens  hold  him 
in  the     warmest  regard. 

Mr.  Cole  is  a  member  of  several  educa- 
tional organizations,  including  the  Phi  Delta 
Theta  fraternity  and  is  affiliated  with  the 
Order  of  Odd  Fellows.  In  June,  189().  he 
was  united  to  Miss  Anna  H.  Auble,  and  they 
have  two  bright  children,  a  son  and  daughter. 


CARL    G.    PEMBERTON 


The  status  of  the  public  schools  in  Ohio 
is  of  the  highest,  most  creditable  character, 
and  exhibits  in  no  uncertain  light  the  great 
effectiveness  of  our  present  educational  system. 
The  requirements  and  qualifications  now  de- 
manded from  those  who  would  engage  in 
teaching  are  also  far  more  exacting  than  at 
any  previous  time,  and  thus  the  standard  of 
ability  and  resources  are  maintained  at  the 
greatest  plane  of  excellence. 

The  subject  of  this  sketch,  Mr.  Carl  G. 
Pemberton,  has  had  ample  experience  as  a 
public  instructor,  having  been  engaged  in 
teaching  for  over  a  dozen  years,  and  his  mode 
of  discipline  and  method  of  imparting  instruc- 
tion have  been  uniformly  successful.  Mr. 
Pemberton,  who  was  the  youngest  child,  but 
one  of  nine,  was  born  in  Roseville,  Ohio, 
March  8,  1876.  His  father,  Thomas  E.  Pem- 
berton, is  a  member  of  the  Board  of  Deputy 
State    Supervisors   of   Elections    for   Muskin- 


gum County.  Of  the  family  of  nine,  three 
brothers  and  two  sisters  now  survive.  Carl 
G.  Pemberton  was  educated  in  the  public 
schools  of  Roseville,  Ohio,  and  at  the  early 
age  of  sixteen  graduated  from  the  high  school. 
In  the  fall  of  189'2,  the  same  year  of  his  grad- 
uation, he  began  teaching  in  the  country 
schools.  In  1900,  having  duly  "earned  his 
spurs,"  he  was  appointed  principal  of  the 
Roseville  High  School,  the  duties  of  which 
he  still  continues  to  discharge  with  the  most 
creditable  results. 

Mr.  Pemberton  is  secretary  of  the  Clay 
Township  branch  of  the  Ohio  Teachers' 
Reading  Circle,  is  affiliated  with  the  Masonic 
Order  and  Knights  of  Pythias,  and  is  an 
attendant  of  the  Methodist  Church.  He  was 
united  in  marriage  to  Miss  Ada  May  Ridei. 
on  June  30,  1898,  and  this  happily  mated 
couple  have  one  child,  a  winsome  daughter 
named  Helen. 


676 


JOHN    FRANKLIN    SEAGREAVES 


The  youth  of  Ohio  have  occasion  to  rejoice 
that  in  their  state  is  exemplified  the  grandest 
free  school  system  in  the  world,  a  system  that 
is  being  fully  taken  advantage  of  and  is  turn- 
ing out  citizens  who  may  well  be  a  pride  to 
their  country.  To  the  high  standard  of  effi- 
ciency maintained  by  the  teachers  is  this  com- 
mendable excellence  mainly  due,  as  well  as  to 
the  lavish  expenditures  made  up  by  the  State 
for  school  purposes. 

A  worthy  representative  of  the  noble  army 
of  teachers  is  found  in  Mr.  John  Franklin 
Seagreaves,  the  popular  principal  of  the  East 
School  building  at  Middletown,  Ohio.  In 
every  respect  he  is  thoroughly  talented,  ex- 
perienced and  capable ;  his  career  has  amply 
demonstrated  the  possession  of  these  qualities. 

Mr.  Seagreaves  was  born  in  Fremont, 
Ohio,  February  11,  1877,  his  father  being 
James  Seagreaves,  a  prosperous  farmer.  He 
was   a  pupil   in  the   district    school   near   Fre- 


mont for  a  number  of  years,  and  then  attended 
the  high  school  at  Eaton  Rapids,  Michigan, 
from  which  he  graduated  in  1895.  He  now 
began  teaching  in  the  country  schools  of  Eaton 
county,  Michigan,  and  retired  at  the  end  of 
two  years  to  enter  the  Michigan  State  Normal 
College  of  Ypsilanti,  from  whence,  after  a 
successful  course  of  studies,  he  graduated  in 
1899.  Shortly  after  this  he  was  appointed 
principal  of  the  grammar  school  at  Miamis- 
burg,  Ohio,  and  after  two  years'  service  in 
this  capacity,  accepted  an  offer  from  Middle- 
town  to  become  principal  of  the  East  Build- 
ing there.  In  this  position  he  continues  to  di- 
rect affairs  with  uninterrupted  success. 

Mr.  Seagreaves  is  a  member  of  the  South- 
western Ohio,  the  Central  Ohio,  and  the  But- 
ler County  Teachers'  Associations,  is  affiliated 
with  the  Masonic  fraternity,  and  his  place  of 
worship   is  the   Presbyterian   Church. 


677 


GILBERT    L.    BROWN 


To  become  a  successful  disciple  of  that 
most  exacting  of  modern  vocations  — the  pub- 
lic school  teacher  —  makes  necessary  the  pos- 
session of  more  varied  requirements  than  are 
demanded  in  any  other  calling,  among  them 
being  a  thorough,  practical  education,  strong 
executive  ability,  personal  magnetism,  untiring 
labor,  and  an  infinite  amount  of  patience; 
Vifithout  these  qualifications  in  a  more  or  less 
pronounced  degree,   success   is  impossible. 

These  necessary  requirements  are  possessed 
in  marked  degree  by  Mr.  Gilbert  L.  Brown, 
the  popular  principal  of  the  Crooksville  High 
School,  who  has  achieved  a  most  signal  suc- 
cess in  the  educational  world.  He  is  a  self- 
made  man,  as  the  term  goes,  having  attained 
to  his  present  honored  position  by  assiduous 
study,  work,  and  indefatigable  persistence. 
When  his  broad  preparation  by  education,  ex- 
perience   and    training   is   considered,    his    ad- 


vancement in  his  professional  career  is  but 
natural  and  legitimate. 

Mr.  Brown  was  born  in  Crooksville,  Oc- 
tober 27,  187(),  son  of  Alexander  Brown,  a 
representative  potter  and  farmer,  and  he  was 
one  of  a  family  of  three  sons.  He  early  at- 
tended the  country  schools  and  the  schools  of 
Crooksville,  and  began  his  career  as  a  teacher 
in  the  latter  place  in  1807.  He  proved  so  suc- 
cessful in  his  chosen  vocation  that  his  merits 
were  not  allowed  to  pass  unrecognized,  and 
so,  in  19ol,  they  were  rewarded  by  his  being 
promoted  to  the  principalship  of  the  High 
School  of  Crooksville.  A  well  deserved  eleva- 
tion, and  one  that  he  is  doing  full  justice  to. 

Mr.  Brown  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  also  of  the  Metho- 
dist Church,  and  both  in  educational  and 
social  circles  he  is  held  in  universal  esteem. 


678 


RUFUS    G.    RUSSELL 


This  gentleman  is  an  admirable  represen- 
tative of  all  that  is  progressive  and  up-to-date 
in  Ohio's  splendid  public  school  system,  as  he 
ever  keeps  fully  abreast  of  all  advances  made 
in  educationalism,  and  his  methods  are  of  the 
most  commendable  order. 

RuFUS  G.  Russell  is  an  Ohioan  by  birth, 
having  been  born  at  Aid.  Lawrence  county, 
April  17th,  1872,  •  on  the  farm  of  his 
parents,  George  and  Julia  A.  Russell,  a  most 
estimable  couple.  His  early  education  was 
received  in  the  public  schools  of  his  home 
county,  and  then  followed  a  course  in  the 
Ohio  Normal  University  at  Ada,  Ohio,  from 
which  excellent  institution  he  graduated  in 
1902.  Mr.  Russell  began  his  professional 
career    as    a    teacher   at    Oak    Ridge    Furnace, 


Ohio,  going  later  to  Waterloo,  Ohio,  and  va- 
rious other  furnace  schools,  afterward  becom- 
ing an  instructor  in  the  high  school  at  Bur- 
lington, Ohio.  In  1900  he  was  appointed 
principal  of  the  Campbell  Building  at  Iron- 
ton,  Ohio,  and  is  continuing  to  most  success- 
fully administer  the  duties  of  t^iis  incum- 
bency. 

Mr.  Russell  is  a  member  of  the  Lawrence 
County  Teachers'  Association,  and  was  for- 
merly president  of  that  organization.  He  is 
also  a  member  of  Myrtle  Lodge,  No.  27, 
Knights  of  Pythias. 

He  was  married  to  Miss  Maud  M.  Moss- 
msn,  who  was  also  a  teacher,  on  August  29, 
1894,  and  they  have  three  bright  boys  to  cheer 
their  home. 


679 


"^^j 


ED.    A.    EVANS 


A  most  successful  Ohio  educator,  now  super- 
intendent of  schools  at  Chicago,  this  state,  was 
born  at  St.  Louisville,  Ohio,  in  1867,  son  of 
William  D.  and  Amanda  Bell  Evans.  William 
D.  Evans  is  a  farmer.  The  subject  of  our 
sketch  was  therefore  a  farmer  boy,  and 
learned  the  ways  of  farm  life.  After  conclud- 
ing the  studies  of  the  country  school  near  his 
home,  he  attended  high  school  at  Hanover  and 
Pataskala,  Ohio,  graduating  from  the  latter 
institution  in  1891.  He  also  performed  sum- 
mer work  in  the  University  of  Michigan,  at 
Lakeside,  Ohio,  and  work  in  the  Normal 
school  at  Pataskala.  In  the  year  1887,  he  be- 
gan teaching  in  the  country  schools  of  Lick- 
ing County.  After  spending  four  successful 
terms  in  this  work,  he  was  called  to  St. 
Louisville,  in  the  same  county,  where  he  or- 
ganized the  high  school,  became  superintend- 
ent, and  had  the  honor  of  graduating  the 
first  class  turned  out  by  that  institution. 
Thence  he  went  to  Pataskala  as  principal  of 
the  h'lph  school,  and  later  officiated  there  as 


superintendent  for  four  years.  On  resigning 
fioni  the  latter  position  he  went  to  Chicago, 
Ohio,  as  superintendent,  and  under  his  direc- 
tion the  schools  have  made  much  progress 
ranking  with  the  best  in  the  state.  Mr.  Ev.\ns 
was  County  School  Examiner  in  Licking 
County  for  three  years,  served  as  a  member  of 
the  executive  committee,  and  president  of  the 
County  Teachers'  Institute  of  the  same 
county.  He  is  now  a  member  of  the  executive 
committee,  superintendents'  section,  of  the 
Northwestern  Ohio  Teachers'  Association,  an 
ex-member  of  the  Central  and  Eastern  Ohio 
Teachers'  Associations,  and  now  holds  mem- 
bership in  the  Ohio  Teachers'  Reading  Circle, 
the  Ohio  State  Teachers'  Association,  the 
Northwestern  Ohio  Teacher.s'  Association,  the 
Knights  of  Pythias  and  the  Masonic  body. 
Mr.  Evans  was  granted  a  life  certificate  by 
the  Ohio  State  Board  of  School  Examiners 
in  1900.  In  1895  he  was  married  to  Miss 
Sarah  J.  Locke.  To  this  union  there  have 
been  born  three  sons  and  two  daughters. 


680 


PROF.    S.    M.    GLENN,    Jr. 


Among  those  of  the  younger  generation  of 
school  teachers  who  have  made  their  mark  as 
public  educators  of  signal  ability,  must  be 
included  the  gentleman  whose  name  forms 
the  caption  of  this  sketch.  His  promotion 
has  been  rapid  and  he  has  a  most  promising 
future  before  him. 

S.  M.  Glenn,  Jr.,  was  born  in  Venango 
county,  Pennsylvania,  in  1878,  son  of  the  Rev. 
S.  M.  Glenn,  a  Presbyterian  minister  of  note, 
whose  present  field  of  labor  is  at  Wooster, 
Ohio.  His  educational  training  as  a  child 
and  youth  was  secured  in  the  public  schools 
of  Ohio  and  Pennsylvania,  and  was  followed 
by  a  course  in  the  Wooster  University,  from 
which  he  was  most  creditably  graduated  in 
1900    with    the    degree    of   Bachelor    of    .Arts. 


Immediately  after  graduating  he  was  ap- 
pointed principal  of  the  high  school  at  Ottawa, 
and  after  giving  two  years'  efficient  services 
there,  went  to  Continental,  Ohio,  as  super- 
intendent of  schools,  remaining  there  for  two 
years  more,  when,  in  1904,  he  was  elected 
superintendent  of  schools  at  Huron,  Ohio,  a 
position  he  still  continues  to  fill  in  the  most 
approved  manner.  In  his  teaching,  he  is  an 
enthusiast  in  Natural  Science. 

Professor  Glenn  holds  membership  in  the 
Ohio  Teachers'  Reading  Circle,  the  North- 
western Ohio  Teachers'  Association,  the  Ohio 
State  Teachers'  Association  and  the  Ohio 
Teachers'  Federation,  is  affiliated  with  the 
Masonic  order,  and  is  a  worshiper  in  the  Pres- 
byterian   Church. 


08 1 


WILLIAM    ALDERMAN     MATHENY 


Although  but  a  recent  acquisition  t!)  the 
great  army  of  active  workers  in  Ohio's  edu- 
cational system,  yet  the  above  named  gentle- 
man brings  to  bear  in  his  labors  a  thorough 
equipment  in  training  and  natural  aptitude 
for  school  teaching. 

Mk.  Mathenv  is  a  native  Ohioan,  bDrn  in 
Athens  county,  February  20,  1882,  son  of 
Charles  Harper  and  Emaline  Matheny.  The 
latter  was  also  born  and  bred  in  Athens 
county,  and  his  wife,  a  native  of  Pennsylvania, 
has  lived  in  this  county  since  childhood.  Be- 
sides our  subject  there  were  two  daughters 
in  the  family;  one  of  these.  Miss  Nora  Ma- 
theny,  was  married  to  Mr.  Robert  Graves,  of 
Nelsonville,  Ohio,  and  superintendent  of  a 
coal  mine  in  that  section. 

William  Alderman  ^latheny  attended  the 
rural  schools  of  his  birthplace  for  eight  years, 
received  his  first  teachers'  certificate  at  the  age 
of  eighteen,  and  in  1901  began  teaching  in  his 
home  school,  being  master  of  the  same  for  a 
year.  He  then  entered  the  Ohio  University  at 
Athens,  Ohio,  for  a  five  years'  course,  grad- 
uating in  the  class  of  '00  with  the  degree  of 
Bachelor  of  Philosophy.  During  one  summer 
he  worked  on  the  Hocking  Valley  Railroad 
as  a  section  hand,  in  order  to  secure  money 
to  enable  him  to  finish  his  college  studies.  Mr. 
Matheny   was   prominent   in   both   the   literary 


and  athletic  interests  of  his  alma  mater.  He 
filled  the  position  of  right  end  on  the  O.  U. 
football  team  of  1SI02,  was  also  catcher  on 
the  O.  U.  baseball  team  the  same  year, 
manager  of  the  basket  ball  team  in  1903, 
president  of  his  class  in  190.S,  class  orator, 
V.Ht:\  and  president  of  the  Athenian  Literary 
Society,  llW.i.  He  was  delegate  to  the  Na- 
tional Convention  of  the  Beta  Theta  Pi,  the 
Greek  letter  national  .society,  held  at  St.  Louis, 
1904,  in  1902  a  delegate  to  the  National  con- 
vention of  the  Young  Men's  Christian  .Asso- 
ciation held  at  Lake  Geneva,  Wisconsin,  and 
in  1903  was  secretary  of  the  Athens  county 
teachers'  institute.  He  is  township  superin- 
tendent in  Walnut  township,  Fairfield  county, 
a  member  of  the  Ohio  Teachers'  Reading' 
Circle,  the  Southeastern  Ohio  Teachers'  As- 
sociation, the  Fairfield  County  Teachers'  In- 
stitute and  the   Ohio   Teachers'   Federation. 

Mr.  Matheny  was  school  superintendent 
for  one  year  at  Trimble.  .Athens  county,  Ohio, 
and  was  appointed  superintendent  at  Thurs- 
ton in  1904.  He  is  now  school  supervisor  of 
the  township,  having  under  his  charge  fourteen 
buildings,  twenty-one  teachers,  an  enroll- 
ment of  150  scholars  in  Thurston,  with  av- 
erage attendance  of  120.  Under  his  regime  the 
schools  have  greatly  increased  in  efficiency, 
and  his  ability  and  popularity  are  indisputable. 


682 


CHARLES    M.    DAVIS 


Superintendent  of  schools  at  Berlin  Heights, 
Ohio,  was  born  May  10,  187<j,  at  Brownhclm, 
Lorain  coimty,  Ohio,  his  parents  being  Lucy 
A.  (Brooks)  Davis  and  Alanson  G.  Davis, 
who  is  connected  with  the  freight  office  of  the 
Lake  Shore  and  Michigan  Southern  Railroad 
at  Ashtabula,  Ohio.  His  education  was  se- 
ctired  in  district  schools  of  Erie  and  Huron 
counties,  at  Wakeman,  Florence  and  Ver- 
milion townships,  in  the  Vermilion  high  school, 
which  he  attended  fur  three  years,  and  by  a 
course  in  the  Ohio  Northern  University,  from 
which  he  was  graduated  in  July,  lOOL  His 
experience  as  an  educator  began  in  district 
schools  in  Vermilion  township;  then  he  be- 
came master  of  the  primary  department  at 
Florence,     Ohio,    and    later    principal    of   the 


Florence  high  school,  where  he  remained  for 
three  years.  Four  years  ago  he  was  elected  to 
his  present  position  at  Berlin  Heights,  and  has 
most   ably   fulfilled   its   duties. 

Mr.  D.wis  received  a  state  life  certificate 
when  but  twenty-two  years  old.  In  1S09  he 
was  appointed  coutity  examiner  of  Erie 
county,  and  was  re-appointed  to  that  office 
on  August  31,  1904.  He  is  a  member  of  the 
Erie  County  Teachers'  Association,  the  Ohio 
State  Teachers'  Association,  the  Northwestern 
Ohio  Teachers'  Association,  and  Lake  View 
Lodge,    No.   391,    Knights    of    Pythias. 

On  June  10,  1903  he  was  married  to  Miss 
Jennie  P.  Scoville,  of  Ashtabula,  Ohio,  and 
the  couple  have  a  pleasant  home  at  Berlin 
Heights. 


<m 


PROF.     WILLIAM     M.    SCHUMACHER 


The  present  superintendent  ,of  schools  at 
Deshler,  Ohio,  has  had  a  most  successful  ca- 
reer as  a  public  educator,  and  being  still  a 
young  man  the  future  is  full  of  possibilities 
for  him. 

William  M.  Schumacher  was  born  in 
Archbold,  Ohio,  in  1873,  son  of  William  Schu- 
macher, and  his  early  education  was  obtained 
in  the  schools  of  that  village.  Thence  he 
went  to  Iowa,  and  it  may  be  here  stated  that 
about  one-half  his  earlier  education  was  se- 
cured in  rural  schools,  the  other  half  in  graded 
schools.  On  completing  the  studies  offered 
in  these  he  entered  Angola  College,  and  after 
a  course  of  studies  there,  was  graduated  from 


that  institution  in  1903,  with  the  degree  of 
Bachelor  of  Science. 

As  superintendent  at  Deshler,  Professor 
Schumacher  has  amply  demonstrated  his 
worth  and  fitness  for  the  position,  the  schools 
now  being  in  a  greater  degree  of  efficiency 
than  ever  before,  and  his  popularity  is  unmis- 
takable. 

Professor  Schumacher  is  a  member  of  the 
Ohio  Teachers'  Reading  Circle,  the  North- 
western Ohio  Teachers'  Association,  and  the 
Disciples'  Church. 

In  1897  he  was  married  to  Miss  Mary 
Bolley,  and  they  have  had  three  children,  two 
boys  and  a  girl,  and  of  these  one  of  the  sons 
is  deceased. 


684 


E.    E.    KIRKPATRICK 


As  the  superintendent  of  schools  at  Delhi, 
the  above  named  gentleman  has  achieved  a  dis- 
tinct success.  He  is  an  educator  of  advanced 
ideas,  up-to-date  and  progressive,  and  his 
methods  are  thoroughly  commendable  in 
every  respect. 

Mr.  Kirkpatrick  was  born  in  Brown 
county,  Ohio,  November  13,  1875,  on  the  farm 
of  his  father,  Alexander  Kirkpatrick,  and  at 
an  early  age  began  attending  the  district 
schools  near  his  home.  He  also  studied  for 
four  years  in  Decatur  county,  Ind.,  one  year 
in  Lebanon,  a  year  in  Milford  and  a  year  at 
Mount  Carmel.  In  the  spring  of  1898  he  be- 
gan teaching  in  a  district  school  in   Clermont 


county,  remaining  there  three  years,  when  he 
was  appointed  principal  at  Tobasco,  and  after 
concluding  his  services  there  and  a  short  term 
at  Addiston,  Ohio,  he  went  to  Delhi,  where  he 
had  been  elected  superintendent,  and  he  has 
served  most  efficiently  in  this  capacity  since  he 
entered  upon  the  duties  of  that  office  in  1902. 
The  attendance  of  pupils  has  largely  increased, 
and  the  schools  are  now  in  an  excellently  pro- 
ductive  condition. 

Mr.  Kirkpatrick  is  a  member  of  the  In- 
dependent Order  of  Odd  Fellows,  also  the 
Hamilton  County  Teachers'  Institute,  and  he 
maintains  a  reputation  of  the  most  creditable 
character. 


685 


;^t*>«v" 


CALIF^ 


^}> 


E.   A.    RICHARDSON 


The  training  that  was  undergone  by  this 
gentleman  prior  to  beginning  his  professional 
career  extended  over  a  long  period  of  years, 
and  was  of  the  most  complete  and  valuable 
character. 

Mr.  Rich.ardson  was  born  in  Shanesville, 
Tuscarawas  county.  Ohio,  May  28,  1808,  on  the 
old  homestead  of  his  parents,  Allen  and 
Elizabeth  (Miller)  Richardson,  and  his  edu- 
cation was  begun  at  an  early  age.  He  at- 
tended the  Shanesville  village  school  six  years, 
the  Shanesville  high  school  three  years,  the 
Northeastern  Ohio  Normal  School  at  Pierce 
Ohio,  two  years,  Smithville  College  four  years, 
graduating  with  the  class  of  1887;  Wooster 
University  summer  school  three  terms,  North 
Philadelphia  Normal  School  two  years,  and 
took  a  commercial  course  in  Bixler's  Business 
College  at  Wooster,  Ohio,  graduating  in  1884. 
He  holds  a  high  school  eight-year  professional 
certificate,  and  has  four  years  in  Latin,  physics, 
general  history,  rhetoric,  psychology,  geology 
and  pedagogy,  graduating  in  pedagogy  in  1904. 

Mr.  Richardson  began  teaching  in  1888  at 
Shanesville,  Tuscarawas  county,  Ohio,  re- 
maining there  until  1800,  when  for  a  year  he 
officiated  as  instructor  of  penmanship  in  the 
Coshocton    public    schools.      He    then    became 


superintendent  for  four  years  of  the  township 
school  at  Boonetown,  Holmes  county,  after 
which  he  was  appointed  superintendent  at  Wil- 
mot.  Stark  county,  for  three  years.  The  next 
two  years  he  served  as  superintendent  of  the 
Burbank  high  school,  and  then,  after  being 
superintendent  at  Navarre,  two  years,  he  went 
to  Shreve.  Ohio,  in  lit()3.  as  superintendent, 
and  has  since  continued  in  this  capacity  with 
uninterrupted  success.  He  is  assisted  by  six 
capable  teachers  and  has  an  average  attend- 
ance of  2(i0  pupils. 

Mr.  Richardson  is  a  member  of  the  Pres- 
byterian Church,  president  of  the  Bi-Valley 
Association,  ex-vice  president  of  the  Ohio 
Teachers'  Federation,  and  an  active  member 
of  the  Central  Ohio  Teachers'  Association,  the 
Ohio  State  Teachers'  .Association,  the  Bi- 
County  Teachers'  Association,  the  Wayne 
County  Teachers'  As.sociation,  and  the  Ohio 
Teachers'  Reading  Circle  on  an  eight  year 
diploma. 

In  1889  Mr.  Richardson  was  united  in 
marriage  to  Miss  Celia  Merilla,  of  Koch's, 
Wayne  county,  Ohio,  and  they  have  a  charm- 
ing family  of  three  sons  and  three  daugh- 
ters. Of  these  Hazel,  Florence.  Allen  and 
Eddie  are  now  attending  school  at  Shreve. 


686 


L.   E.   EVERETT 


The  above  named  is  a  gentleman  of  broad 
experience,  sound  executive  judgment,  and 
the  most  scholarly  attainments,  and  he  is  most 
popularly  known  in  educational  circles.  L.  E. 
Everett  was  born  December  7th,  1871,  in  Tus- 
carawas county,  Ohio,  and  reared  on  the  farm 
of  his  parents,  George  W.  and  Julia  Josephine 
(Kinsey)  Everett.  For  eight  years  he  at- 
tended a  rural  school  in  his  home  county,  and 
then  was  a  pupil  in  the  high  school  at  Gnaden- 
huttcn,  Ohio,  from  which  he  graduated  with 
the  class  of  1889.  He  next  took  a  year's  work 
at  New  Philadelphia,  graduating  in  1890,  and 
then  spent  two  years  in  the  preparatory  and 
freshman  classes  of  Oberlin  College,  taking 
the  classical  course.  In  1893  he  became  a 
sophomore  in  Wooster  University,  and  grad- 
uated in  1896  with  the  degree  of  Bachelor  of 
Arts,  receiving  the  further  degree  of  Master 
of  Arts  in  1899.  While  in  college,  Mr.  Ev- 
erett took  considerable  interest  in  music,  be- 
ing a  member  of  the  noted  Musical  Union  at 
Oberlin,  and  a  College  Quartette  and  the  Glee 
Club  at  Wooster.  The  drill  received  along 
this  line  has  been  of  considerable  value  to  him 
in   his  subsequent  work.     In  1891  Mr.  Everett 


began  his  career  as  a  teacher  in  a  rural  school 
of  Tuscarawas  county,  continuing  there  for  a 
year. 

From  1896  to  1898  he  was  superintendent 
at  Apple  Creek,  Ohio,  and  from  1898  to  1901 
officiated  as  principal  of  the  high  school  at 
Uhrichsville.  In  1901  he  was  elected  super- 
intendent of  schools  there,  and  still  holds  this 
responsible  position,  whose  duties  he  so  ef- 
ficiently discharges.  There  are  three  build- 
ings, twenty-five  regular  teachers,  and  one 
special  (music)  teacher  under  his  supervision 
and  the  average  attendance  of  pupils  is  1,060. 
Mr.  Everett  has  served  on  the  executive  com- 
mittee of  the  Tuscarawas  County  Institute  for 
the  past  three  years,  is  a  member  of  the  dif- 
ferent local  educational  associations,  as  well 
as  the  Ohio  State  Teachers'  Association,  and 
the    National   Educational   Association. 

He  is  a  member  of  the  M.  E.  Church,  and 
is  prominently  connected  with  the  Ma.sons.  be- 
ing a  Knight  Templar  and  the  Recorder  of  his 
Commandery.  In  1900  Mr.  Everett  was  mar- 
ried to  Miss  Ella  Holmes,  of  New  Philadel- 
phia, and  they  have  an  interesting  daughter 
to  brighten  their  home. 


687 


ARTHUR    L.   GANT2 


Franklin  county  possesses  many  of  the  best 
trained  and  best  equipped  educators  in  the 
State  of  Ohio,  and  to  this  is  due  the  high 
status  of  the  schools  and  colleges  in  operation 
in  this  county.  Reynoldsburg  presents  its  able 
representative  in  Mr.  Arthur  L.  Gantz,  su- 
perintendent of  schools,  who  is  an  instructor 
of  sound  experience  and  tried  capacity,  one 
who  maintains  the  departments  under  his 
charge  at  the  highest  state  of  efficiency  and 
usefulness. 

Mr.  Gantz  is  a  native  of  Ohio,  having  been 
born  at  Harrisburg,  this  State,  March  30, 
1877,  on  the  farm  of  his  father,  Theodore 
Gantz.  He  attended  district  school  in  Picka- 
way county  until  twelve  years  old,  when,  for 
three  years  he  was  a  pupil  in  Grove  City 
schools.  In  1892  he  moved  to  Westerville 
entering   the   high    school    there,    from   which 


he  successfully  graduated  in  1895.  Mr.  Gantz 
began  his  professional  career  as  Principal  of 
the  High  School  at  Shiloh,  Richland  county, 
a  most  auspicious  commencement,  and  his 
next  position  was  that  of  instructor  at  the 
High  School  of  Worthington,  Ohio.  This 
position  was  held  by  him  for  two  years,  and  in 
l!Xi::i  he  was  appointed  Superintendent  of  the 
Reynoldsburg  schools,  his  present  charge,  and 
he  continues  to  direct  affairs  there  with  the 
most  substantial  results.  Mr.  Gantz  holds  the 
degree  of  Bachelor  of  Philosophy  conferred 
by  Otterbein  University,  1900,  is  a  member  of 
the  executive  board  of  the  Franklin  County 
Teachers'  Association,  and  an  attendant  of 
the  Presbyterian  Church.  In  1901  he  was 
united  to  Miss  Jessie  L.  Kohr,  of  Westerville, 
Ohio,  and  they  have  an  interesting  family  of 
three  children  —  Dorothy  M.,  Arthur  L.,  and 
Ralph   Milton   Gantz. 


688 


CYRUS    LOCHER 


It  is  a  marked  compliment  to  the  teachers 
of  the  Buckeye  State  to  point  out  the  fact 
that  the  major  number  of  them  began  their 
professional  careers  when  quite  young,  and, 
so,  their  subsequent  success  is  all  the  more 
to  be  commended.  Mr.  Cyrus  Locher, 
though  one  of  the  youngest  superintendents 
in  the  State,  is  yet  most  thoroughly  equipped 
in  education  and  experience  and  is  carving 
out  an  excellent  record.  He  was  born  at 
Bluffton,  Ohio,  in  1878,  his  father,  Christian 
Locher,  being  a  farmer  and  live  stock  dealer. 
His  early  learning  was  secured  in  country 
schools,  after  which  he  attended  the  high 
school   at   Pandora,   Ohio,   and   on  graduating 


therefrom  he  entered  the  Ohio  Wesleyan  Uni- 
versity at  Delaware,  Ohio,  and  was  graduated 
from  that  institution  in  1903  with  the  degree 
of  Bachelor  of  Arts.  He  also  won  honors  in 
his  Senior  year  as  an  inter-collegiate  debater 
and  was  chosen  commencement  orator.  He 
was,  later  in  the  same  year,  elected  superin- 
tendent at  Woodsfield,  Ohio,  and  has  amply 
fulfilled  the  expectations  that  were  held  of 
him. 

Mr.  Locher  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Ohio  State 
Teachers'  Association,  the  Eastern  Ohio 
Teachers'  Association. 


689 


W.  A.  MORRIS 


This  gentleman  is  a  largely  self-taught 
public  educator,  though  he  has  also  had 
ample  common  school  and  college  training. 
He  has  studiously  followed  teachers"  work  as 
exemplified  in  various  methods,  has  selected 
the  best  of  each  for  his  own  guidance,  also 
introducing  new  ideas,  and  the  schools  under 
his  direction  are  developed  to  a  high  state  of 
excellence  and  efficiency. 

W.  A.  Morris  was  bom  in  Gilmore,  Tus- 
carawas County,  March  5,  1875,  on  the  farm 
of  his  parents,  H.  C.  and  Susie  (Mears)  Mor- 
ris, both  of  whom  are  also  natives  of  this 
county,  and  both  living.  His  first  educational 
knowledge  was  obtained  by  three  years'  at- 
tendance at  the  Westchester  schools,  followed 
bv  five  years  spent  in  the  Rush  Township 
grade  school,  and  two  years  in  the  Rush 
Township  high  school,  from  which  he  gradu- 
ated in  1894.  Mr.  Morris  then  took  a  two 
years'  literary  course  at  Scio  College  and  at- 
tended the   summer  normals  at   Scio   for  two 


terms.  His  professional  career  was  inaugu- 
rated when  he  took  charge  of  a  rural  school 
in  Perry  Township  for  a  year.  He  then 
taught  in  Clay  Township  for  a  term,  in  a 
Mill  Township  rural  school  for  five  years, 
and  in  1902  he  reached  promotion  by  being 
elected  princinal  of  the  Main  Street  School 
Building,  in  Uhrichsville,  Ohio.  There  are 
nine  capable  teachers  under  his  direction,  and 
the  average  number  of  pupils  in  attendance 
is  300. 

Mr.  Morris  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Eastern  Ohio 
Teachers'  Association,  and  the  Tuscarawas 
County  Institute,  also  being  affiliated  with  the 
Knights  of  Pythias.  Red  Men.  Red  Men's 
League,  Modern  Woodmen  of  the  World, 
Rathbone  Sisters  and  the  Daughters  of  Poca- 
hontas. In  1901  he  was  married  to  an  esti- 
mable lady.  Miss  Netta  K.  Crim,  of  Harrison 
County,  Ohio,  and  a  graduate  of  Franklm 
College;    they  have  a  bright  baby  girl. 


690 


PROF.    H.    E.    HALL 


The  above  named  gentleman  has  long  been 
an  active  and  most  efficient  factor  in  Ohio's 
magnificent  public  school  system,  and  he  sus- 
tains an  excellent  reputation  in  educational 
circles. 

H.  E.  H.\LL  was  born  near  Weston,  Ohio, 
on  a  farm  owned  by  his  father,  Lewis  Hall. 
His  early  education  was  secured  in  country 
schools,  in  which  he  was  noted  as  an  assidu- 
ous scholar.  Then  came  valuable  courses  at 
Middleport,  Lebanon  and  Ada,  with  gradua- 
tions in  the  classical  course  at  Middleport  and 
in  the  scientific  course  at  Lebanon,  with  the 
degree  of  Bachelor  of  Science  from  the  latter 
institution. 

Professor  Hall  began  teaching  in  1894,  and 
first  had  charge  of  a  country  school  for  three 


years.  He  then  became  superintendent  of 
schools  successively  at  Randolph,  Scotch 
Ridge,  Jerry  City,  and  in  1904  at  Cygnet, 
Ohio,  his  present  position,  and  his  services 
have  ever  proved  eminently  capable  and  satis- 
factory. 

Professor  Hall  is  serving  as  a  member  of- 
tlie  County  Board  of  Examiners,  is  allied  with' 
the  Masonic  and  Odd  Fellows'  Orders,  and' 
holds  membership  in  the  Ohio  Teachers' 
Reading  Circle,  the  Northwestern  Ohio^ 
Teachers'  Association,  and  the  Allied  Teach- 
ers' Federation  of  Ohio.  In  1901  he  was 
married  to  Miss  Jennie  Kirk,  and  as  a  result 
they  have  two  bright  children,  a  son  and ' 
daughter  —  G.  Stanley  and  Frances  W.  Hall.- 


691 


H.   Z.    HOBSON 


The  above  named  has  l)een  actively  engaged 
as  a  public  school  instructor  for  almost  a 
score  of  years,  and  during  that  lengthy  period 
of  service  has  fully  demonstrated  his  fitness 
for  the  profession  chosen  by  him  for  his  life- 
work. 

H.  Z.  HoB.soN  is  a  native  of  Ohio,  his 
birthplace  being  New  Ale.xandria,  Jefferson 
County,  his  natal  day  April  18,  1867.  Both 
his  parents  —  James  A.  and  Henrietta  (Bet- 
ton)  Hobson,  were  born  in  Jefferson  County, 
and  are  still  living  on  their  farmstead  there. 
Our  subject,  reared  and  working  betimes  on 
the  farm,  attended  the  district  school  of  Wells 
Township  for  twelve  years,  then  took  a  three 
years'  preparatory  course  at  Mount  Union 
College,  Alliance,  Ohio,  and  a  four  years' 
scientific  course  in  the  same  institution,  from 
which  he  graduated  in  the  class  of  1895,  with 
the  degree  of  Bachelor  of  Science.  He  holds 
a  common  school  life  certificate,  and  a  four- 
year  diploma  in  the  Ohio  Teachers'  Reading 
Circle. 

Mr.  Hobson  began  teaching  in  1886  in  a 
district  school  in  Jefferson  County,  and  has 
taught  whole  terms  or  parts  of  terms  in  every 
succeeding   year    since    that   time,    making    a 


grand  total  of  loo  months  that  he  has  been 
in  actual  service.  He  taught  one  year  in  his 
first  school,  four  years  in  other  Jefferson 
County  district  schools,  one  year  in  Stark 
County,  three  years  at  Portland  Station,  a 
two-room  school,  superintendent  at  Empire 
Village,  three  years,  and  superintendent  at 
Salineville  two  years.  In  18!I0  he  went  to 
Dennison,  Ohio,  having  been  elected  superin- 
tendent of  schools  there,  and  under  his  lead- 
ership the  most  satisfactory  results  have  bei.n 
achieved.  There  are  three  buildings,  twenty- 
two  assistant  teachers  and  a  special  music 
teacher,  and  the  enrollment  of  pupils  approxi- 
mates 000. 

Mr.  Hobson  is  a  member  of  the  National 
Educational  .'\ssociation.  the  Ohio  Teachers' 
Reading  Circle,  the  Tu.-carawas  County  In- 
stitute, the  Eastern  Ohio  Teachers'  Associa- 
tion, the  Ohio  Valley  Superintendents'  and 
Principals'  Round  Table,  and  the  Independent 
Order  of  Odd  Fellows,  and  Free  and  .Accepted 
^iasons.  In  1891  he  was  married  to  Miss 
Jessie  B.  Hunter,  of  Jeffer.son  County,  and 
has  now  a  family  of  two  girls  and  a  boy,  two 
of  whom  are  now  attending  school. 


692 


S.    B.    HYDE 


Mr.  Hyde  is  well  known  among  his  co- 
workers in  the  educational  fields  in  Ohio, 
especially  so  in  Fairfield  county,  where  he 
has  resided  his  entire  life.  He  was  born  in 
Rushville,  Richland  township.  Fairfield  county, 
Ohio,  and  his  parents,  J.  K.  and  Elizabeth 
(Kerr)  Hyde,  were  also  both  born  in  this 
county.  They  were  engaged  in  farming  and 
■Still  reside  on  the  old  homestead.  Their 
family  comprised  five  sons  and  four  daughters, 
all  of  whom  are  living  and  grown  to  maturity. 
Our  subject  began  attending  school  at  Rush- 
ville at  an  early  age,  was  a  scholar  there 
eleven  years,  and  then  took  a  three  years' 
course  at  the  Pleasantville  High  School,  from 
which  he  graduated  in  1902.  He  received  his 
first  teachers'  certificate  in  the  same  year  and 


began  teaching  in  a  district  school  near  Pleas- 
antville. He  now  holds  a  two  year  county 
certificate  and  is  in  charge  of  the  intermediate 
grades  of  the  school  at  Rushville.  His  class 
average  twenty-seven  in  attendance  and  he 
directs  affairs  with  such  prudence  and  sound 
judgment  as  to  secure  the  most  beneficial  re- 
sults. 

Mr.  Hyde  is  a  member  of  the  Masonic 
order,  the  Ohio  Teachers'  Reading  Circle,  the 
Fairfield  County  Teachers'  Institute,  the 
Southeastern  Ohio  Teachers'  Association  and 
is  an  attendant  of  the  Methodist  Episcopal 
Church.  In  both  professional  and  private  life 
he  commands  the  esteem  of  all  his  fellow  citi- 


(593 


MARIAN     O'KELLIE     McCAY 


Our  subject  was  born  January  .jth.  1883. 
in  Delaware  county,  Ohio,  on  the  farm  of 
his  parents,  George  and  Letitia  (Huddlestun) 
McCay,  both  of  whom  were  also  natives  of 
the  Buckeye  State,  the  former  having  been 
born  in  Delaware  county,  the  latter  in  Knox 
county,  the  family  was  comprised  of  six  sons 
and  one  daughter,  and  of  these  the  daughter 
and  one  son  are  deceased.  The  survivors  are : 
Fred  B.  McCay,  a  teacher  in  Delaware 
county;  W.  B.  McCay  a  salesman  in  Sun- 
bury,  Ohio,  two  other  brothers,  and  the  sub- 
ject of  this  .sketch,  who  is  the  youngest  of  the 
■five. 

The  latter  received  his  early  education  in 
the  district  schools  of  Porter  township,  Dela- 
ware county,  which  he  attended  for  ten  y?ars, 
and  is  now  working  his  way  through  college 
hy    teaching    school    in    winter   and    attending 


college  during  the  summer  having  already 
spent  three  summers  at  the  Ohio  Northern 
University  at  .^da,  Ohio.  He  has  also  studied 
assiduously  in  private  and  is  possessed  of 
scholarly  attainments  of  a  very  high  charac- 
ter, while  as  a  public  instructor  he  has  fully 
and  most  amply  demonstrated  his  ability.  At 
the  age  of  sixteen,  Mr.  McCay  begun  teaching 
in  a  Delaware  county  rural  school,  near  Sun- 
bury,  and  after  four  years  of  service  in  that 
position  went  to  the  Sunbury  High  School  as 
assistant  principal  and  a  Grammar  teacher. 
He  has  an  average  attendance  of  some  twenty- 
live  pupils,  and  enjoys  the  personal  regard, 
esteem  and  confidence  of  the  entire  school.  Mr. 
-McCay  is  a  member  of  the  Independent  Order 
of  Odd  Fellows,  the  Ohio  Teachers'  Reading 
Circle,  the  Delaware  Co.  Teachers'  Institute, 
and  the  Central  Ohio  Teachers'  Association. 


694 


DR.    A.    V.    LERCH 


111  eiuimerating  tlic  educational  advantages 
of  Pleasantville,  the  fact  must  be  mentioned 
that,  in  the  spring  of  1!'II4,  was  created  here  a 
special  school  district,  and  five  members  ap- 
pointed to  serve  as  a  board  of  education,  of 
which  the  above  named  gentleman  was  unani- 
mously elected  president.  The  other  members 
of  the  board  are  as  follows :  K.  R.  Wooley. 
grain  merchant,  Henry  Hoffman,  farmer.  T. 
H.  Henry,  merchant,  J.  A.  Keller,  hardware 
merchant. 

The  subject  of  this  sketch.  Dr.  A.  V. 
Lerch,  was  born  in  Morrow.  Ohio,  Septem- 
ber "2,  18li0,  his  parents  being  A.  B.  and  Laura 
( McFarland )  Lerch,  both  natives  of  Pennsyl- 
vania, who  settled  in  Ohio  early  in  their  mar- 
ried life.  His  father  was  for  years  engaged 
in  agricultural  pursuits,  but  in  the  latter  years 
of  his  life  held  the  office  of  superintendent  of 
the  Morrow  county  infirmary.  Dr.  Lerch  had 
two  brothers,  who  reached  maturity  when 
their  decease  occurred.  One  of  these,  J.  C. 
Lerch.  a  jeweler,  died  at  the  age  of  28.  the 
other.  R.  VV.  Lerch,  a  physician,  died  at  2."). 

Our  subject's  youthful  education  was  ob- 
tained    in     the     district     schools    of    Morrow 


county,  which  he  attended  for  ten  years,  and 
two  years  later  studied  in  the  high  school  at 
Mount  Gilead.  For  the  succeeding  two  years 
he  traveled  as  salesman  for  a  Pittsburg  Cigar 
manufacory.  and  on  severing  his  engagement 
with  that  concern,  in  18811  took  up  the  study 
of  medicine,  entering  for  a  three  years'  course 
the  Starling  Medical  College  at  Columbus, 
Ohio,  and  he  successfully  graduated  from  that 
famed  institution  in  1892,  as  Doctor  of  Med- 
icine. Prior  to  entering  college  he  had  studied 
for  a  year  under  the  preceptorship  of  Dr. 
James,  of  Mt.  Gilead.  In  18112  he  opened  an 
office  at  Pleasantville,  for  the  general  prac- 
tice of  medicine,  and  has  met  with  excellent 
success.  He  has  been  a  member  of  the  Pleas- 
antville town  council  nine  years,  and  presi- 
dent of  the  same  for  the  past  two  years.  He  is 
also  affiliated  with  the  Ma.sonic  order,  the 
Knights  of  Pythias,  and  the  Methodist  Epis- 
copal  Churcli. 

In  18it.S  Dr.  Lerch  was  married  to  Miss 
Lida  C.  Chick,  of  Chattanooga,  Temiessee,  and 
they  have  one  child  —  a  son  —  who  is  now  at- 
tending  school. 


695 


•ii 

i 


CHARLES    H.    LAKE 


The  above  named  was  appointed  to  the 
office  of  superintendent  of  the  schools  at  Alex- 
andria, St.  Albans  township.  Licking  county, 
in  1904,  and  his  extended  training,  executive 
ability,  and  thorough  scholarship,  admirably 
adapt  him  to  efficiently  discharge  the  duties  of 
the  position. 

Chas.  H.  Lake  was  born  in  Licking 
county,  Ohio,  on  January  2,  1879,  on  the  farm 
of  his  parents,  William  and  Eva  Brooks  Lake. 
He  was  reared  on  the  old  homestead  and  re- 
ceived his  early  education  in  the  rural  schools 
of  Licking  county,  after  which  came  a  two 
years'  preparatory  course  in  Wooster  Univer- 
sity. He  has  taken  one  term  in  the  Chicago 
University,  gaining  several  major  credits  from 
there.  Li  1889  he  was  granted  his  first  certifi- 
cate to  teach  a  rural  school  in  Licking  county. 


After  a  year  in  that  capacity  Mr.  Lake  for 
three  years  officiated  as  head  teacher  of  the 
grammar  school  at  Granville,  Ohio,  and  after 
acting  for  a  year  as  superintendent  of  Ham- 
ilton township.  Franklin  county,  he  accepted 
the  invitation  to  become  superintendent  of  the 
schools  at  Alexandria,  which  have  become 
greatly  improved  under  his  management,  Mr. 
Lake  has  three  assistants  and  the  average  at- 
tendance of   scholars   is   145. 

Superintendent  Lake  is  a  member  of  the 
Presbyterian  Church,  the  Ohio  Teachers'  Read- 
ing Circle,  the  Licking  County  Teachers'  In- 
titule, the  Masonic  order  and  Knights  of  Pyth- 
ias, and  he  possesses  a  genial  personality  that 
commands  for  him  the  esteem  of  all  who 
know  him. 


696 


JAMES    E.  YARNELL 


For  about  a  quarter  of  a  century  the  above 
named  gentleman  has  been  an  active  factor  in 
aiding  in  the  magnificent  development  that  has 
been  characteristic  of  the  onward  progress 
attained  in  the  growth  of  Ohio's  splendid 
educational  system.  His  methods  of  teaching 
are  based  on  a  common  sense  platform  and  arc 
productive  of  the   most   beneficial   results. 

James  E,  Yarnei.l  was  born  in  Paris,  Illi- 
nois, October  31,  1863,  son  of  the  Reverend 
Lemuel  Yarnell,  a  minister  in  the  service  of 
the  Baptist  Church,  and  one  who,  in  his  time, 
attained  to  a  considerable  degree  of  promi- 
nence. Our  subject  removed  to  Ohio  when 
<iuite  young  and  received  his  earlier  educa- 
tion in  the  public  schools  of  his  adopted  state. 
Later  he  took  a  preparatory  course  in  the 
Denison  University,  the  course  extending 
over  a  period  of  three  years.  Thence,  after 
an  interval  spent  in  teaching,  he  went  to  the 
Hahnemann  College,  Chicago,  studied  at  that 
institution  for  three  years  more,  graduated 
with  honors  in  1888  with  the  degree  of  Doctor 
of  Medicine. 

In   1880   Superintendent   Yarnell   began   his 


professional  career  by  taking  charge  of  a  dis- 
trict school  in  Montgomery  county.  He  spent 
five  years  in  this  work,  and  then,  after  com- 
pleting his  college  course,  he  went  to  Farmers- 
ville,  Ohio,  where  he  continued  for  two  years 
more.  The  succeeding  three  years  saw  him 
superintending  the  schools  of  Selma,  Ohio, 
and  then  he  went  to  Wapakoneta,  having  been 
elected  principal  of  the  high  school  there,  a 
position  he  filled  most  acceptably  for  six 
years.  Next  he  practiced  medicine  for  two 
years  in  Woodstock,  Ohio,  and  three  years  ago 
gave  up  practice  to  accept  the  superintend- 
entship  at  Versailles,  which  incumbency  he 
still   continues   successfully  to  hold. 

Mr.  Yarnell  is  a  progressive  man  and  has 
done  summer  work  at  various  institutions. 
He  holds  a  high  school  life  certificate  issued 
by  the  state  board  in  1891,  is  a  member  of  the 
teachers'  institute  and  other  organizations  and 
enjoys  the  esteem  of  all  who  know  him. 

On  August  16,  1883,  he  was  married  to 
Miss  Vicena  Howe,  and  they  have  two  inter- 
esting children,  a  son  and  daughter,  named 
Sidney  and  Alice  Yarnell. 


697 


DAVID  C.  ELDER 


This  gentleman  is  recognized  in  the  edu- 
cational world  as  a  thoroughly  trained,  ex- 
pert, accomplished  teacher,  and  an  honor  to 
the  profession  he  so  ably  represents.  Mr.  El- 
der is  a  typical  Buckeye,  born  and  reared  in 
Coshocton  county,  Ohio,  on  the  farm  of  his 
parents,  John  M.,  and  Mary  B.  Elder,  his 
nata!  day  being  ]\Iay  27,  1877.  There  was  one 
other  member  in  the  family  —  a  brother,  who 
is  now  a  prosperous  merchant  in  Walhonding. 
this  State.  Our  subject  received  a  most  thor- 
ough education,  his  attendance  at  school  and 
college  covering  a  period  of  thirteen  years. 
For  eight  years  he  was  a  pupil  in  a  rural 
school  of  Coshocton  county,  then  attended 
the  West  Bedford  High  School  for  two  years, 
the  Roscoe  High  School  one  year,  and  the 
Frazeysburg  High  School  one  year,  and  next 
took  a  year's  course  in  Muskingum  College, 
New  Concord,  Ohio.  He  began  teaching  in 
1897.  his  first  charge  being  a  Coshocton  county 
rural    school,    of    which    he    was    master    two 


years,  and  the  succeeding  two  years  saw  him 
installed  in  the  school  at  Blisslield,  Coshocton 
county.  He  next  taught  a  Coshocton  county 
district  school  for  a  year,  succeeding  his 
brother,  who  retired  from  the  teaching  pro- 
fession to  enter  mercantile  life.  In  1903  he 
went  to  Centerburg,  Hilliar  township,  Knox 
county,  as  teacher  of  the  grammar  school,  and 
this  position  he  still  holds.  He  has  an  average 
attendance  of  twenty-five  pupils  and  his  de- 
partment is  maintained  at  the  highest  standard 
of  excellence. 

Mr.  Elder  holds  a  two  years*  teacher's  cer- 
tificate, is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  the  Knox  County  Teachers' 
Institute  and  the  Presbyterian  Church,  and  he 
is  held  in  highest  esteem  in  educational  and 
social  circles. 

At  present,  assistant  superintendent  and 
teacher  in  Sabbath  school,  also  president  of 
Christian   Endeavor  Society. 


698 


DELBERT    L.    MINES 


One  of  the  main  causes  for  civic  pride  on 
the  part  of  the  citizens  of  Columbus  and 
vicinity  is  that  of  the  admirable  school  system 
which  prevails,  the  large  number  of  fine 
schools  and  the  excellent  discipline  that 
marks  their  management.  With  the  suburban 
schools  the  same  rule  exists,  and  a  good  ex- 
ample of  these  is  found  in  the  school  at  Ga- 
hanna.  of  which  Mr.  Delbert  L.  Hikes  is  the 
efficient  superintendent. 

Mr.  Hines  was  born  in  .\shville,  Picka- 
way County.  Ohio,  .'Vpril  5.  18T(!,  on  the  farm 
of  his  father,  F.  J.  Hines,  a  prosperous  agri- 
culturalist. After  attending  the  country 
schools  eight  years  he  entered  Capital  Uni- 
versity, Columbus,  in  the  fall  of  1894,  taking 
a  preparatory  course  of  one  year,  and  then 
entering  upon  a  four  years'  course.  He  was 
an  industrious,  close  student,  and  graduated 
with   honors   in    1800,   receiving  the   degree  of 


Bachelor  of  .^rt.  .^fter  graduation  he  passed 
six  summer  weeks  at  the  Normal  School  in 
Circleville,  and  in  1001  attended  the  summer 
Normal  at  Ada,  Ohio.  In  1809  Mr.  Hines 
was  given  his  first  incumbency,  this  being 
Truro  Township  District  School  No.  1  .  The 
affairs  of  this  school  were  most  successfully 
directed  by  him  for  three  years,  when  he  re- 
ceived the  appointment  of  superintendent  of 
the  Gahanna  School,  and  this  position  has 
been  held  by  him  since  the  fall  of  1902,  the 
various  departments  of  the  school  being  main- 
tained at  the  highest  point  of  efficiency. 

Mr.  Hines  conducted  a  summer  school  in 
his  building,  summer  of  1004  with  substantial 
results.  He  is  a  member  of  the  Franklin 
County  Teachers'  Association,  the  Ohio 
Teachers'  Reading  Circle,  and  a  regular  at- 
tendant of  the  Lutheran  Church. 


609 


J.    B.    VINING 


The  excellence  of  the  Ohio  piihlic  school 
system  is  admirahly  demonstrated  in  every 
city,  town  and  village  in  the  State,  for  in 
each  is  to  be  found  one  or  more  progressive, 
thoroughly  up-to-date  schools,  in  charge  of 
proficient  instructors.  Edison  is  no  exception 
to  the  rule,  but  rather  a  shining  example  of 
it,  for  the  schools  there  arc  maintained  at  a 
high  state  of  efficiency,  under  the  supervision 
of  Mr.  John  B.  Vining. 

This  gentleman  was  born  in  Cardington, 
in  1874,  his  father  being  S.  B.  Vining.  a  farmer 
and  mason  by  occupation,  and  a  most  esteemed 
citizen.  Our  subject  first  attended  the  district 
schools  of  his  birthplace  in  Morrow  County, 
Ohio,  later  entering  the  high  school  at  Ash- 
ley, from  which  he  graduated  in  1893.  He 
then  taught  a  few  years  at  Stantontown  and 
Westfield  in  Morrow  County,  later  taking  a 
classical  course  in  the  Ohio  VVesleyan  Uni- 
versity at  Delaware,  Ohio.  Aitcr  his  college 
career,  for  two  summers  he  taught  Normal 
Schools  at  Ashley  and  Mt.  Gilead.  Being 
immediately  elected  to  the  superintendency 
of  the  Marengo  public  schools,  there  he  re- 
mained   three   years,    during   which   time   said 


schools  were  greatly  improved  and  placed 
upon  a  firm  basis.  And  while  attending  the 
Ohio  University  at  Athens,  Ohio,  during  the 
summer  of  1904,  he  was  called  to  the  superin- 
tendency of  the  Edison,  Ohio,  public  schools, 
which  position  he  is  filling  with  ability  at 
present. 

Mr.  Vining  has  been  for  two  years  presi- 
dent of  the  Morrow  County  Teachers'  Asso- 
ciation, is  an  active  member  of  the  Ohio 
Teachers'  Reading  Circle,  and  has  identified 
himself  with  the  Methodist  Episcopal  Church. 

About  one  year  ago,  Mr.  Vining  was  ap- 
pointed by  Probate  Judge  M.  W.  Spear,  a 
member  of  the  Morrow  County  Board  of 
School  Examiners,  being  clerk  of  said  Board 
at  present.  He  is  also  affiliated  with  the 
Knights   of   Pythias. 

He  was  married  in  June.  1903,  to  Miss  H. 
Mae  Gordon,  an  enterprising  and  successful 
teacher  of  Chesterville,  Ohio.  They  have  a 
pleasantly  situated  home  in  Edison.  And  may 
their  future  days  be  as  happy  and  prosperous 
as  their  former  ones  have  been  glorious  and 
honorable. 


700 


H.    B.   GALBRAITH 


This  gentleman  has  officiated  as  principal 
of  schools  at  Uhrichsville  since  1902,  and  un- 
der his  leadership  great  progress  has  been 
made,  the  standing  and  efficiency  of  the 
schools  being  developed  along  lines  that  have 
been  productive  of  the  most  substantial,  grati- 
fying results. 

H.  B.  Galbraith,  who  is  recognized  as  a 
talented,  skilled  educator,  was  born  in  Guern- 
sey County,  Ohio,  November  6,  1876,  and  may 
be  said  to  have  come  by  birth  into  his  present 
profession,  as  his  father,  William  Galbraith, 
a  native  of  Tuscarawas  County,  now  deceased, 
was  also  a  public  school  teacher,  principally 
in  the  last  named  county,  but  also  for  some 
time  in  Indiana.  His  estimable  mother,  Eliza 
(Harding)  Galbraith,  also  a  native  of  Tus- 
carawas County,  is  still  living.  His  early 
schooling  was  secured  in  a  rural  school  in 
Tuscarawas  County,  which  he  attended  for 
ten  years,  and  then  took  a  three  years'  scien- 
tific course  in  the  Ohio  Northern  University 
at  Ada,  Ohio,  graduating  in  the  class  of  1901, 
with  the  degree  of  B.  S.  He  also  attended 
two  normals  at  Ada,  1902-3,  and  is  a  scholar 


of  profound  learning,  and  high  literary  at- 
tainments. 

Mr.  Galbraith  first  taught  school  in  1896 
in  a  Perry  Township  rural  school,  and  then 
taught  for  two  years  at  Westchester,  in  the 
same  county.  He  ne.xt  became  principal  of 
the  school  at  Straw  sburg,  Tuscarawas  County 
for  one  year,  and  in  1901  was  invited  to 
Uhrichsville  to  become  principal  of  the  Main 
Street  Building,  the  duties  of  which  were  so 
satisfactorily  performed  by  him  that  in  1902 
he  was  unanimously  elected  principal  of  the 
high  school.  This  is  a  .school  of  the  first 
class,  and  has  an  average  attendance  of  ninety- 
five  pupils. 

Mr.  Galbraith  holds  a  five-year  professional 
certificate,  and  a  three-year  diploma  for  work 
in  the  Ohio  Teachers'  Reading  Circle,  of 
which  he  is  an  active  member.  He  is  also 
a  Royal  Arch  Mason,  and  a  member  of  the 
Eastern  Ohio  Teachers'  Association  and  the 
Tuscarawas  Teachers'  Institute.  In  1903  he 
was  married  to  Miss  Evelyn  Westhafer,  a 
most  estimably  known  young  lady  of  Uhrichs- 
ville. 


701 


FRANK    RAYMOND    HARRIS 


Among  the  most  successful  of  the  younger 
generation  of  educators  engaged  in  the  public 
school  service  of  Ohio,  must  be  included 
Frank  Raymond  Harris,  the  popular  prin- 
cipal of  the  high  school  at  Greenfield,  Ohio. 
He  is  an  enthusiast  in  his  work,  thoroughly 
progressive  and  up-to-date  in  his  methods, 
though  not  a  "faddist,"  and  the  admirable 
success  that  is  greeting  his  efforts  is  an  assur- 
ance that  he  has  not  mistaken  his  vocation. 

Mr.  Harris  is  a  Buckeye  by  birth,  having 
been  born  in  Greenfield,  Ohio,  April  19,  1880. 
Our  subject,  who  was  reared  amid  pleasant 
home  surroundings,  received  his  early  educa- 


tion in  the  public  schools  of  Greenfield,  grad- 
uating from  the  high  school  in  1897.  He 
then  took  a  full  course  in  the  Ohio  Wesleyan 
University,  graduating  in  1902  with  the  de- 
gree of  Bachelor  of  Arts,  after  which  fol- 
lowed a  post-graduate  course  at  Cornell  Uni- 
versity. Later  in  the  same  year,  having  re- 
turned to  Greenfield,  he  was  elected  to  the 
position  of  principal  of  the  high  school  and 
in  this  capacity  he  is  fully  demonstrating 
that  he  is  "the  right  man  in  the  right  place." 
During  the  two  years  that  Mr.  Harris  has 
been  principal,  the  high  school  has  more  than 
doubled  in   attendance. 


703 


LOUIS  C.   KLINE 


In  the  pedagogical  world,  a  "chaiined 
sphere"  of  itself,  "ability"  is  the  watchword 
and  "untiring  efforts"  the  motto  in  order  to 
achieve  success.  There  is  in  this  vocation  a 
ceaseless  demand  upon  the  knowledge,  judg- 
ment and  patience  of  the  teacher.  His  work 
must  be  painstaking  and  thorough  in  order 
to  be  effective.  To  keep  down  that  which  is 
destructive,  and  to  awaken  that  which  is  nob- 
lest and  truest,  and  to  fill  the  minds  of  the 
young  with  useful  knowledge  must  be  the  aim 
and  end  of  the  teacher's  ambition. 

All  these  prerequisite  qualifications  are 
possessed  in  a  full  degree  by  Mr.  Louis  C. 
Kline,  principal  of  the  Commercial  Depart- 
ment in  the  Newark  High  School.  This  gen- 
tleman was  born  in  Newark,  Licking  County, 
Ohio,  April  27.  186(i,  son  of  Sarah  F.  and  the 
Rev.  Michael  Kline,  a  Methodist  minister  of 
some  prominence.  Being  afflicted  with  poor 
eyesight  he  did  not  attend  public  school  until 
his  thirteenth  year,  but  prior  to  that  was 
given  private  tutoring  at  home.  From  thirteen 
to  sixteen  years  of  age  he  attended  the  com- 
mon schools  of  Logan  County,  and  then  en- 
tered upon  a  five  years'  course  in  the  Central 
Ohio  College,  from  which  he  graduated  in 
1888  with  the  degree  of  Bachelor  of  Arts. 
During  his  sunifner  vacation  he  attended  the 
National  Pen  Art  Hall  and  Business  College, 
from  which  he  graduated  in  the  summer  of 
1886.    In  1889  Mr.  Kline  was  an  instructor  of 


Latin  and  English  in  the  Central  Ohio  Col- 
lege, and  then  resigned  on  his  being  elected 
president  of  the  Northwood  College,  a  Coven- 
anter Presbyterian  School,  which  he  filled  up 
to  18!»L'.  In  18!>J-!t3  Mr.  Kline  took  a  theo- 
logical course  in  Adrian  College,  Michigan, 
followed  by  a  year's  study  of  Greek,  Hebrew 
and  Science  at  the  Ohio  Wesleyan  Univer- 
sity. He  taught  two  years  in  the  Lima  Col- 
lege. From  18i>.5  to  1900  he  was  actively  iden- 
tified with  the  Methodist  ministry.  In  1900 
he  united  w-ith  the  United  Brethren  Confer- 
ence. While  a  pastor  of  the  U.  B.  Church  at 
Ottawa,  Ohio,  he  built  a  new  church  house 
and  also  organized  a  Business  College  which 
grew  to  be  a  strong  school.  He  continued  as 
pastor  and  president  until  1904,  when  he  sold 
the  college  and  became  connected  with  the 
Newark  High  School,  being  elected  principal 
of  the  Commercial  Department,  a  position  he 
is  filling  with   signal  ability. 

Mr.  Kline  is  a  member  of  the  Central  Ohio 
Teachers'  Association,  and  the  Ohio  Teachers' 
Reading  Circle.  Also  a  member  of  the  "Mod- 
ern Woodmen  of  America."  He  is  the  author 
of  a  very  practical  system  of  bookkeeping, 
and  is  one  of  the  best  penmen  in  the  State. 
He  was  married  in  1892  to  Miss  Dot  L.  Creps, 
a  student  of  Heidelberg  University.  They 
have  one  child  an  interesting  Miss  of  eleven 
years. 


703 


CLARENCE    M.   BOOKMAN 


The  splendid  status  upon  which  the  public 
school  S3'stem  as  carried  out  in  Ohio  rests, 
is  a  magnificent  tribute  to  the  conscientious 
and  eflScient  efforts  of  the  teachers  in  control 
of  that  system.  To  become  a  successful 
teacher  one  must  embody  the  highest  intel- 
lectual and  moral  traits  and  qualities,  to- 
gether with  a  magnetism  and  honest  aggres- 
siveness that  will  make  one's  influence  felt 
and   appreciated. 

Mr.  Clarence  M.  Bookman,  the  popular 
professor  of  English  and  Algebra  in  the  New- 
ark High  School,  is  adapted  by  nature  for  the 
teacher's  calling,  and  this  natural  aptitude  has 
been  further  enhanced  in  strength  and  prac- 
tical value  by  the  thorough  course  of  training 
that  has  been  undergone  by  him,  and  the  vast 
store  of  knowledge  he  has  accumulated. 

Mr.  Bookman  was  born  in  Greenfield 
Township.    Fairfield    County,    Ohio,    February 


IT,  1882,  son  of  Fred  and  Catherine  Bookman, 
who  had  a  prosperous  farm  in  that  section, 
and  he  was  one  of  a  family  of  three  sons, 
of  whom  two  are  now  living.  He  attended 
the  Fairfield  country  schools  for  six  years, 
followed  by  a  year  in  the  Crawfis  High 
School,  after  which  he  took  a  two  years' 
preparatory  course  in  Otterbein  University, 
and  then  entered  upon  a  four  years'  colleg- 
iate course,  graduating  June  15,  1904,  with  the 
degree  of  Bachelor  of  Arts.  In  1904  he  was 
elected  to  the  professorship  of  English  and 
Algebra  in  the  Newark  High  School,  and  he 
is  filling  the  duties  of  his  position  in  the  most 
efficient  and  creditable  manner.  Mr.  Book- 
man is  a  member  of  the  Philomathean  Liter- 
ary Lyceuin,  and  he  undoubtedly  has  a  long 
and  promising  future  in  store  for  the  exer- 
cise of  his  talents. 


704 


p.   E.   MILLER 


The  above  named  has  been  engaged  in 
teaching  for  some  ten  years,  during  which 
period  he  has  clearly  shown  himself  to  be  a 
gentleman  of  rare  scholarly  attainments,  and 
an  instructor  of  more  than  average  ability. 

Mr,  Miller  was  born  in  Wayne  county, 
Ohio,  December  1,  1872,  where  his  father, 
John  Miller,  who  now  lives  in  Holmes  county, 
conducted  a  farming  business.  He  was  a 
scholar  in  the  district  school  of  his  birthplace 
for  nine  years,  then  attended  the  high  school 
at  Shreve,  five  years,  graduated  with  the  class 
of  1893,  and  he  also  took  a  term  in  the  sum- 
mer normal  at  Wooster.  He  first  taught  two 
years  in  a  Wayne  county  district  school,  be- 
ginning his  duties  on  April  1,  1895,  and  for 
the  succeeding  eight  years  taught  in  other  dis- 
trict and  village  schools  in  the  same  county, 
with  the  exception  of  one  year  spent  in  a 
Holmes   county  school.     After  an  absence  of 


four  years  from  the  Shreve  school  he  again 
returned  on  September  1,  1902,  to  assume 
charge  of  the  grammar  school  and  is  still 
master  of   this    department. 

He  has  an  average  attendance  of  thirty- 
eight  pupils,  and  is  held  in  high  regard  by  all 
his  scholars. 

Mr.  Miller  is  a  member  of  the  Masonic 
order,  the  Modern  Woodmen  of  America,. 
Ohio  Teachers'  Reading  Circle,  Wayne  County 
Teachers'  Institute,  and  the  Disciples'  Church. 
Resigning  from  the  Shreve  schools  at  thc 
brcaking  out  of  the  Spanish-American  war,  he 
was  a  member  of  Company  H,  Eighth  Ohio- 
National  Guard,  and  he  went  to  the  front^ 
with  that  organization,  being  among  those- 
who  saw  service  at  Santiago. 

In  1902  he  was  married  to  Miss  Mary  F^ 
Reynolds,  of  Wayne  county,  Ohio,,  and  one 
child  is  the  result  of  that  union_ 


705 


WILLIAM   WALTER 


For  about  a  quarter  of  a  century  the  above 
named  gentleman  has  taken  active  part  as 
one  of  Ohio's  public  educators,  and  he  main- 
tains a  high  reputation  among  his  co-workers 
and  the  public.  As  superintendent  of  the 
Rushville  school  he  has  made  a  distinct  suc- 
cess, bringing  its  various  departments  up  to  the 
highest  status  of  effectiveness  and  productive- 
ness. 

Mr.  Walter  was  born  in  Hocking  county, 
November  20,  1804,  son  of  Mathias  and  Lydia 
(Ruff)  Walter.  The  former  a  native  of  Ger- 
many, came  to  the  United  States  in  the  thir- 
ties, and  was  an  early  settler  in  Hocking 
county,  Ohio.  His  family  consisted  of  four 
daughters  and  three  sons  all  of  whom  are  now 
living  in  Hocking  county,  with  the  exception 
of  two  sons,  living  in  Fairfield  county.  Our 
subject  for  ten  years  was  a  pupil  in  a  district 
school  in  Hocking  county,  afterward  attending 
the  Ohio  University  at  Athens  for  one  year, 
followed  by  three  summer  terms  at  Crawfis 
Institute,  near  Lancaster,  Ohio,  and  in  1883 
received  his  first  teacher's  certificate.  He 
first  took  charge  of  a  district  school  in  Hock- 
ing county  for  two  years,  and  then  was  master 
of  an  adjoining  district  school  for  three  years, 
and  for  the  five  years  succeeding  was  master 
of  a  Fairfield  county  rural  school.  The  fol- 
lowing seven  years  he  filled  the  principalship 


of  the  Sugar  Grove  High  School,  and  in  1902 
was  promoted  to  a  similar  position  in  the 
Rushville  school,  whose  status  he  has  raised 
to  a  point  reflecting  the  utmost  credit  upon 
his  training  and  ability.  There  are  thirty  pu- 
pils in  the  third  class,  high  school,  and  fifty- 
five  pupils  in  the  other  departments,  and  two 
capable  teachers  assist  Mr.  Walter  in  the  man- 
agement of  affairs. 

Immediately  after  his  first  year's  work  as 
principal  of  the  Rushville  High  School,  he  was 
elected  superintendent  of  the  Richland  town- 
ship schools  in  connection  with  his  principal- 
ship  of  the  High  School. 

His  work  as  superintendent  of  the  town- 
ship schools  seems  to  have  been  entirely  suc- 
cessful. From  many  sources  reports  came  to 
him.  both  directly  and  indirectly,  that  the 
schools  under  his  supervision  are  now  ex- 
periencing a  degree  of  success  never  before 
attained. 

Mr.  Walter  holds  an  eight  year  county 
certificate,  is  a  member  of  the  county  board  of 
examiners,  also  the  Ohio  Teachers'  Reading 
Circle,  the  Fairfield ,  County  Teachers'  Insti- 
tute, and  the   Lutheran   Church. 

In  1889  he  was  united  to  Miss  Sarah  Kull, 
of  Sugar  Grove,  Fairfield  county.  Ohio,  and 
they  have  a  family  of  three  bright  children, 
one  of  whom  is  now  attending  school. 


706 


R.    H.   ALLISON 


A  graphic  commentary  on  the  reason  for 
American  progress  is  found  in  the  eloquent 
statistics  compiled  by  the  United  States  gov- 
ernment and  relating  to  our  public  school 
system.  Last  year  one  out  of  every  five  per- 
sons in  the  total  population  attended  school, 
and  every  pupil  cost  the  public  $22.75  for  that 
year's  instruction.  While  the  cost  was  high 
the  outlay  was  fully  justified  in  the  general 
improvement  achieved,  and  the  enhancement 
of  the  country's  welfare  and  development, 
these  being  far  in  advance  of  any  other  coun- 
try. No  State  in  the  Union  has  more  magnifi- 
cent school  organization  than  Ohio,  and  very 
few  are  so  generous  in  their  expenditures  in 
this  regard. 

Among  the  representative  teachers  in  the 
Buckeye  State  army  of  educators  must  be  in- 
cluded Mr.  R,  H.  Allison,  the  genial  and 
highly  efficient  superintendent  at  Ashley,  Ohio. 
This  gentleman  was  born  at  Sparta,  Ohio,  on 
September   10,   1879,  the  son  of  John   Allison, 


a  prosperous  stock  dealer,  and  the  family  con- 
sisted of  four  sons  and  a  daughter,  of  whom 
two  sons  and  the  daughter  are  now  deceased. 
After  attending  the  school  at  Sparta  for  a 
number  of  years,  Mr.  Allison  entered  the  Ohio 
Wesleyan  University  at  Delaware,  Ohio,  tak- 
ing a  full  college  course,  graduating  with  a 
degree  of  B.  S.  from  that  famed  institution  in 
1903.  It  was  shortly  after  this  event  that  Mr. 
Allison  was  appointed  principal  of  the  school 
at  Ashley,  and  in  1004  he  was  further  honored 
and  promoted  by  being  elected  superintendent, 
the  duties  of  which  position  are  being  met  by 
him  in  the  most  capable,  highly  satisfactory 
maimer,  most  creditable  both  to  him  and  the 
community  of  which  he  is  such  a  valuable 
member. 

Mr.  Allison  is  a  member  of  the  Phi  Delta 
Theta  fraternity,  also  of  the  Knights  of  Pyth- 
ias lodge  and  the  Methodist  Church,  and  at  all 
times  keeps  thoroughly  in  the  van  of  educa- 
tional progress. 


707 


FRANK    O.    NORTON 


In  conformity  with  the  schools  in  other 
sections  of  the  state,  those  at  Loudonville  are 
in  an  admirably  efficient  condition,  being  under 
the  management  of  skilled  public  instructors. 
Among  these  is  Mr.  Frank  O.  Horton,  prin- 
cipal of  the  high  school.  This  gentleman  is  a 
native  Ohioan,  born  in  Rockland,  this  State,  in 
1879,  and  may  be  said  to  have  been  born  into 
his  present  profession,  as  his  father,  Joseph  H. 
Horton,  the  present  superintendent  of  schools 
at  Baltimore,  Ohio,  has  long  been  engaged  in 
the  public  school  service  and  sustains  a  high 
reputation.  Our  subject,  beside  receiving  an 
excellent  home  training,  early  attended  the 
public  schools  of  Fairfield  county,  later  enter- 
ing the  Union  Academy  at  Pleasantville,  and 
finally  taking  a  course  in  the  Ohio  University 
at   Athens. 


Mr.  Horton's  first  experience  began  in  1899, 
far  away  from  home,  the  school  being  one  on 
the  Pacific  coast,  in  Oregon.  He  remained 
but  a  year  there,  when  he  returned  to  Ohio 
and  was  appointed  to  a  Washington  county 
school  for  a  year,  followed  by  a  year  in  a 
Fairfield  county  school.  Next  he  served  as 
principal  of  the  high  school  at  Baltimore, 
Ohio,  for  a  year,  then  as  superintendent  at 
Adelphia,  Ohio,  for  one  year,  and  in  January 
of  the  present  year  he  was  appointed  to  the 
principalship  of  the  high  school  at  Loudon- 
ville, Ohio. 

Mr.  Horton  is  a  member  of  the  Masonic 
fraternity,  and  of  the  Ohio  Teachers'  Reading 
Circle.  In  1903  he  was  ui"ted  to  Miss  Clar- 
issa Myers,  an  estimable  known  young  lady, 
and  they  have  a  most  pleasant  home  in  Loud- 
onville. 


708 


FRANKLIN   PAUL  GEIGER 


This  gentleman,  the  efficient  superintendent 
of  schools  at  Canal  Dover,  Ohio,  is  a  public 
school  and  college  bred  man  in  the  full  vigor 
of  manhood,  possessed  of  the  soundest  judg- 
ment and  strongest  executive  ability,  and 
under  his  leadership  the  schools  have  been  ad- 
vanced to  a  plane  of  the  highest,  most  credit- 
able character. 

Franklin  Paul  Geiger  is  of  Ohio  birth, 
having  been  born  on  the  farm  of  his  parents, 
John  J.  and  Mary  (Schory)  Geiger,  (both 
native  Ohioans  and  still  living,)  in  Carroll 
county,  January  25,  1870.  The  family  com- 
prised six  members,  and  one  other  son,  Will- 
iam H.  Geiger,  is  also  a  teacher  in  Stark 
county.  Our  subject  attended  the  rural 
schools  in  his  home  county  for  ten  years,  the 
Malvern  High  School  one  year,  and  in  1880 
entered  Mount  Union  College,  at  Alliance, 
Ohio,  for  a  five  years'  classical  course.  He 
graduated  in  the  normal  course  in  1802,  in 
the  commercial  course  with  the  degree  of  B 
C.  S.,  in  1894,  and  in  the  classical  course  the 
same  year  with  the  degree  of  Bachelor  of  Arts, 


also  winning  as  captain  of  cadets,  the  highest 
promotion  possible.  The  State  Board  of  Ex- 
aminers granted  him  a  common  school  life 
certificate  in  1809  and  in  1901  he  captured  the 
high  school  life  certificate.  He  owes  his  splen- 
did advancement  almost  entirely  to  his  own 
endeavors  and  is  now  working  for  the  de- 
gree of  Master  of  Arts. 

Mr.  Geiger  taught  four  years  in  the  rural 
schools  in  Stark  county.  After  graduation 
from  college,  he  served  one  year  as  principal 
of  the  high  school  at  Carrollton,  Ohio,  then 
he  spent  a  year  as  assistant  principal  of  the 
Lancaster  (Ohio)  high  school.  In  the  fall  of 
1807  he  went  to  Canal  Dover  as  principal  of 
the  high  school  and  his  work  in  this  capacity 
proved  so  satisfactory  that  in  1902  he  was 
unanimously  elected  to  the  superintendency, 
in  which  higher  position  he  has  given  the  most 
creditable  services.  There  are  three  buildings 
and  thirty  teachers  under  his  supervision,  and 
the  average  attendance  of  pupils  approximates 
one  thousand.  This  flattering  showing  is 
made  notwithstanding  the   fact   that  there  are 


709 


parochial    schools   in   the   city   which   diminish 
the  public  school  enrollment. 

Superintendent  Geiger  is  a  member  of  the 
Ohio  Teachers'  Reading  Circle,  the  Tusca- 
rawas County  Teachers'  Institute,  the  Ohio 
Valley  Superintendents'  and  Principals'  Round 
Table,  the  Eastern  Ohio  Teachers  Association, 
the  Ohio  State  Teachers'  Association,  and  the 
National  Educational  Association.  He  is 
school  examiner,  chairman  of  the  executive 
committee  of  the  Eastern  Ohio  Teachers'  As- 
sociation, treasurer  of  the  executive  commit- 
tee of  the  Allied  Educational  Association  of 
Ohio,  a  Knight  of  Templar  in  the  Masonic 
body,   and  member   of  the   Eastern    Star,  the 


Knights  of  Pythias,  and  the  Tribe  of  Ben  Hur. 
At  college  Mr.  Geiger  was  a  member  of  the 
Alpha  Tau  Omega   fraternity. 

On  June  17,  1890,  Mr.  Geiger  was  married 
to  Miss  Electa  V.  McConkey,  daughter  of  Dr. 
and  Mrs.  William  J.  McConkey,  Canton,  Ohio. 
They  have  two  children,  Wendell  Wellington 
and  Hazel  Rowena,  the  former  of  whom  is 
now  attending  school.  Mr.  and  Mrs.  Geiger 
are  regularly  members  of  the  Reformed  and 
Presbyterian  churches  but  since  these  de- 
nominations are  not  represented  at  Canal  Do- 
ver, they  have  affiliated  themselves  with  the 
Moravian  Church. 


710 


T.    ELMER   TROTT 


That  great  and  noble  army  of  teachers  in 
Ohio,  which  comprises  a  membership  of  twen- 
ty-six thousand,  has  doubly  earned  and  is 
most  manifestly  deserving  of  all  the  encomi- 
ums that  may  be  showered  upon  it.  It  is  the 
bulwark  of  the  state,  the  rock-basis  of  its 
greatness  and  the  constant  pride  of  all  the 
public-spirited   citizens   of  the   commonwealth. 

A  widely  known  member  of  this  great  edu- 
cational fraternity  is  Mr.  T.  Elmer  Trott, 
the  popular  principal  of  the  school  at  Byes- 
ville,  Ohio.  Our  subject  began  his  life  work 
at  a  phenomenally  early  age,  having  been 
granted  a  certificate  to  teach  when  but  thir- 
teen years  of  age,  but  he  did  not  begin  teach- 
ing until  his  seventeenth  year.  His  education 
was  received  in  four  years'  study  in  the  rural 
schools  of  Guernsey  county,  seven  years  in  the 
Byesville  .school,  and  three  years  at  Muskin- 
gum College,  New  Concord,  Ohio,  from  which 
institution  he  graduated  in  1902  with  the  degree 
of  Bachelor  of  Science.  Mr.  Trott  began 
teaching  in  1890  in  Byesville,  and  had  charge 
of  the  grammar  school  for  one  year.  He  then 
became  master  of  a  rural  school  for  a  year, 
presided  over  the  village  school  at  Robins' 
Postoffice  four  years,  ruled  in  a  Pleasant  City 


school  one  year,  taught  in  the  Muskingum 
College  Normal  Summer  school  for  two  terms, 
and  for  five  years  was  superintendent  of  the 
Byesville  school.  At  his  own  request  in  1903, 
he  was  appointed  principal  of  the  latter,  a  po- 
sition he  continues  to  fill  with  uninterrupted 
success.  There  are  fifty-five  pupils  under  his 
guardianship,  and  the  special  branches  taught 
by   him  are  mathematics,  science  and  physics. 

Mr.  Trott  is  a  native  of  Ohio,  having  been 
born  in  Cambridge,  April  18,  187.3.  son  of 
Benjamin  G.  and  Eliza  J.  Trott,  and  the 
family  comprised  three  sons  and  five  daugh- 
ters, all  of  whom  are  living  except  one  daugh- 
ter. 

He  has  filled  the  position  of  township  clerk 
in  Jackson  township,  Guernsey  county,  also 
deputy  clerk  of  the  Probate  Court,  same 
county,  and  is  a  member  of  the  senior  order 
of  the  O.  U.  A.  M.,  the  Masonic  order.  Knights 
of  Pythias,  Ohio  Teachers'  Reading  Circle, 
Guernsey  County  Teachers'  Institute  and  the 
Eastern    Ohio   Teachers'   Association. 

In  1897  Mr.  Trott  was  married  to  Miss 
Jennie  Peters,  of  Byesville,  and  they  have  an 
interesting  family  of  three  children. 


711 


F.    L.    BERGER 


The  magnificent  school  system  of  Ohio  has 
long  been  a  source  of  honest  pride  to  its 
public  spirited  citizens  who  recognize  in  this 
system  the  foundation  of  their  greatness  as  a 
commonwealth  in  this  great  American  union 
of  States,  and  their  expenditures  have  ever 
been  most  lavish  to  maintain  and  improve  this 
branch  of  our  well  being  as  a  community. 
The  number  of  teachers  in  Ohio  approximates 
30,000,  and,  with  few  exceptions,  all  of  these 
"have  been  born  in  the  Buckeye  state. 

A  successful  educator,  who  is  making  his 
mark,  and  has  a  most  promising  future  before 
him,  is  Mr.  F.  L.  Berger,  grammar  school 
teacher  at  Alexandria  village,  Ohio,  who  has 
teeh  in  the  profession  seven  years.  Mr. 
"Berger  was  born  in  Jersey  township.  Licking 


county,  this  slate,  January  13,  1881,  son  of 
Josiah  W.  and  Louisa  A.  Berger.  He  first 
attended  school  in  a  district  school  in  Jersey 
township  and  attended  Jersey  High  School 
four  years.  Further  studies  included  two 
summer  terms  at  Miami  University.  His  first 
work  as  teaclier  covered  four  years  in  a  Jersey 
township  school,  and  then  came  a  year's  ser- 
vice as  teacher  in  Harrison  township.  Two 
years  ago  he  was  appointed  teacher  of  the 
grammar  school  at  Alexandria,  and  in  this 
capacity  he  has  achieved  success.  Mr.  Berger 
is  a  member  of  the  Licking  County  Teachers' 
Association,  the  Independent  Order  of  Odd 
Fellows  and  Modern  Woodmen  of  America, 
and  has  many  friends  in  educational  and  social 
circles. 


MAX  ROTH 


The  ranks  of  that  great  civil  army  of  Ohio 
—  the  public  school  teachers,  who  number  28.- 
000  —  are  constantly  being  augmented  by  the 
accession  of  new  menibei  s,  who  bring  with 
them  new  vigor  and  up-to-date  methods  to 
infuse  into  the  existing  order  of  things  and 
aid  in  the  general  spirit  of  progress. 

Among  this  younger  generation  of  peda- 
gogues is  Mr.  Max  Roth,  the  present  tal- 
ented principal  of  the  high  .school  at  Mingo 
Junction,  Ohio.  He  holds  a  live  years'  high 
school  teachers'  certificate,  has  had  ample  val- 
uable experience  in  his  profession,  and  is  ful- 
filling to  the  utmost  all  that  was  expected  of 
him  when  he  assumed  his  present  responsible 
position. 

^lax  Roth  was  born  January  8,  18TU,  in 
Tuscarawas  county,  Ohio,  where  his  parents, 
Cyrus  Roth  and  Ellen  M.  (Kinscy)  Roth,  still 
reside,  the  former  being  a  prominent  stock 
dealer  in  that  .section.  He  received  his  early 
school  training  in  Clay  township  and  Denison, 
Ohio,  and  was  graduated  from  the  Denison, 
high  school  in  1895,  He  also  studied  one 
summer  term   in  Mount   Union   College,   Alli- 


ance,  Ohio :    and  two   summer  terms   at   Scio 
College. 

In  1898  when  ninteen  years  of  age  he  taught 
school  at  Denison,  remaining  there  up  to  1902, 
when  he  went  to  Mingo  Junction  to  accept  the 
office  of  principal  of  the  high  school.  He  is 
assisted  by  capable  teachers  and  has  an  at- 
tendance of  sixty  pupils,  by  whom  he  is  held 
in  higli  favor. 

Mr.  Roth  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  the  Eastern  Ohio  Teachers' 
.Association,  Jefferson  County  Teachers'  Insti 
tute,  Ohio  Teachers'  Federation,  the  Ohio  Val- 
ley Superintendents'  and  Principals'  Round 
Table,  the  Junior  Order  of  American  Mechan- 
ics, and  the   Daughters  of  America. 

On  June  8,  1!I(I4,  he  was  married  to  Miss 
Julia  Tipton,  of  Denison,  Ohio,  National  Sec- 
retary of  the  Daughters  of  America,  a  young 
lady  prominent  in  social  and  club  life  of  that 
vicinity.  Both  are  members  of  the  Moravian 
Church,  Mr.  Roth  being  directly  descended 
from  the  early  Moravian  settlers  of  the  Tus- 
carawas valley. 


713 


SUE  McLaughlin 


Among  the  most  prominent  and  widely 
known  teachers  of  Columbus,  is  Miss  Sue 
McLaughlin,  principal  of  the  Sullivant 
School,  and  resides  at  663  Franklin   Avenue. 

She  was  born  in  Fayette  County,  Ohio, 
near  Washington  C.  H.  Her  father  was 
Judge  John  McLaughlin  of  Vinton  County, 
who  also  served  as  postmaster  of  McArthur, 
the  county  seat  of  that  county,  under  the  ap- 
pointment of  President  Lincoln.  He  served 
as  probate  judge  two  terms.  He  died  in  Co- 
lumbus in  1902,  aged  86  years.  Two  children 
survive,  Miss  Sue  and  Robert,  who  reside 
in  New  York  State. 

Miss  IMcLaughlin  graduated  from  Dr. 
Speers'  Female  College,  Natchez,  Miss.,  in 
1862,  and  took  up  her  residence  in  Columbus 
in  1865. 


She  began  teaching  in  Columbus  in  the 
spring  of  1865  at  almo.st  the  precise  time  of 
the  assassination  of  President  Lincoln.  Her 
first  assignment  was  to  a  vacancy  in  the  pri- 
mary grade  in  the  old  Mound  Street  School. 
A  week  later  she  was  promoted  to  a  vacancy 
in  a  higher  grade. 

She  continued  to  teach  at  the  Mound 
Street  School  until  lady  principals  were  chosen 
to  the  city  schools.  Then  she  was  elected 
principal  of  the  Spring  Street  School  and 
continued  there  until  1877.  In  that  year  she 
was  promoted  to  the  principalship  of  the 
Sullivant  School,  which  position  she  still  fills. 

She  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  of  the  Teachers'  Mutual  Aid 
Society  and  is  an  honorary  member  of  the 
Bolster  Club.  She  is  a  member  of  the  Cen- 
tral   Presbyterian   Church. 


714 


BETTIE   DUTTON 


A  wonderful  record  as  a  public  instructor 
must  be  accredited  to  the  above  named  lady, 
who  has  been  in  continuous  service  as  teacher 
and  official  in  the  schools  of  Cleveland  for 
forty-six  years. 

To  her  initiative  are  due  many  of  the  im- 
proved methods  now  prevailing  in  the  instruc- 
tion and  training  of  the  young.  Her  early 
education  was  that  of  the  country  school  and 
academy ;  while  from  her  New  England  par- 
ents was  received  a  training  in  habits  of  in- 
vestigation and  research  and  an  absorbing 
love  for  study,  which  have  animated  all  her 
educational   work. 

Miss  Dutton  is  an  enthusiastic  member  of 
educational  associations, — is  a  "charter  mem- 
ber" of  the  "Ohio  State  Teachers'  Reading 
Circle,"  and  the  "Northeastern  Ohio  Teach- 
ers' Association," —  having  held  the  highest 
offices  in  each  :  and  has  been  a  member  of  the 
"Ohio  State  Teachers'  Association"  from  her 
first  year  in  the  schools  of  Cleveland.  She 
is  a  life  member  of  the  "National  Educational 
Association"  —  active  in  its  departments,  pre- 
siding at  the  annual  meeting  of  the  Element- 
ary fiepartmcnt  at  Nashville.  Tenn.,  at  Sara- 
toga, N.   Y.,  Charleston,  South  Carolina,  and 


St.  Paul,  Minn.  At  the  St.  Paul  meeting  in 
18iHl  she  was  successful  in  securing  a  joint 
session  of  the  Elementary  and  Manual  Train- 
ing Departments,  in  order  to  obtain  for  the 
latter  more  general  recognition  and  to  make 
prominent  its  benefits  as  an  educational  fac- 
tor. She  was  elected  to  membership  in  "The 
National  Council  of  Education"  in  1891  at 
Toronto,  was  its  secretary  for  seven  .succes- 
sive years,  and  as  chairman  of  its  Committee 
on  Elementary  Schools  read  a  paper  before 
the  Council  at  the  meeting  in  Denver,  Colo., 
in  1895.  Miss  Dutton's  teaching  in  Cleveland 
began  with  the  little  children;  and  it  is  a 
remarkable  fact  that  with  steady  promotion 
she  taught  these  same  pupils  through  every 
grade  of  the  primary  and  grammar  schools, 
when  she  was  elected  to  the  principalship  of 
the  Kentucky  school ;  a  position  which  she 
has   continued  to  fill  most  efficiently. 

Miss  Dutton  is  a  member  of  the  First 
Congregational  Church  and  has  had  for  many 
years  the  superintendency  of  the  Primary  De- 
partment in  its  Sunday  Scliool.  She  is  recog- 
nized as  a  most  valuable  member  of  the  com- 
munitv. 


/  >: . 


ELLEN    G.    REVELEY 


One  of  the  world's  noblewomen  among 
those  who  have  devoted  their  lives  to  the  pub- 
lic service,  in  the  capacity  of  public  school 
teachers,  is  the  lady  whose  name  forms  the 
caption  to  this  sketch.  For  almost  thirty- 
eight  years  she  was  a  valued  factor  in  the 
development  of  Cleveland's  public  schools. 
Faithful  and  tireless  she  loyally  labored  for 
the  advancement  of  education's  cause,  and  has 
seen  in  her  more  than  a  generation  of  active 
participation,  the  phenomenal  growth  of  the 
people's  schools,  a  growth  that  is,  perhaps, 
the  most  gratifying  of  all  the  many  proofs  of 
Cleveland's  remarkable  expansion.  Ellen  G. 
Reveley  was  born  in  Verona,  Oneida  County, 
New  York,  daughter  of  Thomas  Reveley,  a 
native  of  Yorkshire.  England,  and  Ann 
(Green)  Reveley.  who  was  of  Puritan  descent. 
She  was  educated  in  public  and  private 
schools  of  central  New  York  and  graduated 
from  the  Albany  State  Normal  School  in 
1859.  Her  professional  career  may  be  briefly 
summarized  thus :  teacher  of  a  school  in  Ver- 
ona, New  York :   taught  school  in  Rome,  New- 


York  ;  instructor  in  the  Greylock  Institute, 
Mass. :  taught  in  primary  and  grammar 
schools,  Cleveland ;  principal  of  the  Sterling 
and  Mayflower  schools,  Cleveland ;  principal 
of  tlie  Normal  School  at  Cleveland;  super- 
visor of  the  public  schools  of  Cleveland;  in- 
structor of  teachers'  institutes  under  the  Edu- 
cation Department  of  New  York  State,  her 
present   position. 

From  the  New  York  State  Normal  Col- 
lege, formerly  the  Albany  State  Normal 
School,  she  received  the  degree  of  Doctor  of 
Pedagogy,  a  fully  earned  title.  The  major 
portion  of  Miss  Reveley's  life-work  was  per- 
formed in  the  schools  of  Cleveland,  and  much 
of  tlicir  present  magnificent  development  is 
due  to  her  efforts.  She  was  called  there  from 
Rome.  New  York  by  Superintendent  Anson 
Smythc.  In  1809  Superintendent  Rickoff 
made  her  principal  of  Mayflovi-er  School, 
where  she  remained  until  1871,  when  she  was 
appointed  principal  of  Sterling  School. 

Miss  Reveley  remained  in  the  latter  school 
seven  years,   and  these  were  among  the  hap- 


71(i 


piest  years  of  her  life.  There  she  gained  a 
large  circle  of  friends  who  to-day  are  among 
Cleveland's  foremost  citizens  as  professional 
and  business  men  and  as  wives  and  mothers. 
After  leaving  Sterling  School,  Miss  Reveley 
taught  for  two  years  in  Greylock  Institute, 
then  one  of  the  finest  boys'  schools  in  the 
United  States.  She  was  called  from  this 
school  to  return  to  Cleveland  as  assistant  in 
the  City  Normal  School,  and  in  1882  became 
principal  of  this  school,  a  position  she  held 
for  ten  years.  Under  her  regime  several  hun- 
dred young  women  graduated  from  the  school 
and  became  teachers.  Many  of  these  now 
hold  important  positions  in  the  Cleveland 
schools.  When  the  federal  plan  went  into 
operation  under  Dr.  Andrew  S.  Draper,  he 
called  Miss  Reveley  to  the  office  of  super- 
visor, a  position  she  held  for  ten  years  with 
signal  ability.  In  fact,  she  has  filled  every 
position  to  which  she  has  been  assigned  with 
rare  tact  and  competency.     With  the  highest 


intellectual  endowment,  of  liberal  culture,  and 
of  a  tender  and  sympathetic  nature,  she  ex- 
emplified in  her  life  and  nature  the  noblest 
type  of  .'\merican  womanhood.  Her  whole 
life  has  been  devoted  to  the  cause  of  popular 
education  ;  her  single  and  controlling  thought 
how  best  to  serve  its  ends.  While  her  chief 
work  was  with  the  public  schools,  her  large- 
hearted,  self-sacrificing  and  benevolent  nature 
was  active  in  other  channels.  In  church  and 
Sunday  School  work  and  with  many  educa- 
tional and  benevolent  organizations  she  was 
prominently  identified.  She  was  ever  a  living 
embodiment  of  those  lofty  principles  and 
teachings  which  she  sought  to  inculcate  in 
others.  Thus  she  became  a  help  and  an  in- 
spiration to  all  with  whom  she  associated. 
Hundreds  of  citizens,  men  and  women  in  the 
varied  walks  of  life,  gratefully  testify  to  the 
inspiration  and  the  beneficent  influence  of 
Ellen  G.  Reveley. 


717 


MRS.   W.  A.   INGHAM 


For  many  years  this  lady,  now  living  in 
well  earned  retirement  at  Oberlin,  Ohio,  was 
one  of  the  foremost  woman  educators  and 
literateurs  in  the  United  States ;  the  influ- 
ence of  her  life-work  is  still  felt.  She  was 
born  at  Mansfield,  Ohio,  March  10,  1832,  her 
maiden  name  being  Mary  Bigelow  Janes,  her 
father,  the  Rev.  John  Janes,  a  clergyman  of 
prominence  in  his  day,  her  mother,  Hannah 
B.  (Brown)  Janes,  both  now  deceased.  Her 
education  was  received  at  seminaries  of  the 
Western  Reserve :  Berea  and  Norwalk,  Ohio, 
and  from  study  under  private  tutors,  also  at 
the  Woman's  College  of  Delaware,  Ohio, 
where,  she  was,  for  four  years,  instructor  of 
modern  languages,  and  in  June,  1866,  was 
awarded  a  diploma  from  this  college.  She 
was  educated  in  four  languages  and  is  pro- 
ficient in  them  all.  Our  subject  had  a  sister, 
a  beautiful  girl,  one  of  God's  noblewomen, 
Miss  Eliza  R.  Janes,  an  accomplished  lady, 
who  ably  taught  in  Cleveland's  public  schools, 
but  whose  untimely  demise  occurred  in  1859. 
Mrs  Ingham's  first  experience  as  teacher  was 
in  a  district  school  in  Florence,  Ohio ;  thence 


she  went  to  Cleveland,  Ohio.  After  two  years 
in  the  schools  of  Norwalk,  Ohio,  as  assist- 
ant to  D.  F.  DeWolf  in  the  north  grammar 
school,  returned  to  Cleveland,  the  Rockwell 
Building;  then  to  Delaware,  Ohio,  and  Mc- 
Gregor, Iowa.  At  the  latter  place  she  graded 
the  public  schools  and  became  principa.l.  The 
major  portion  of  her  life-work  was  done  in 
Cleveland  where  she  scored  a  reputation  that 
will  long  live  in  the  annals  of  history.  On 
March  22,  1866,  Miss  Janes  was  married  to 
Mr.  W.  A.  Ingham,  then  a  prominent  book- 
seller and  publisher  of  Cleveland.  Mr.  and 
Mrs.  Ingham  traveled  extensively  in  America 
and  Europe,  bringing  each  season  a  wider 
culture  and  better  preparation  for  their  useful 
lives.  Their  home  was  one  of  the  most  ele- 
gant in  Cleveland ;  a  centre  of  hospitality  and 
good  influences ;  theirs  was  the  largest  private 
library  in  the  city.  Mr.  Ingham  was  a  con- 
stant help  and  inspiration  to  his  wife  in  her 
work  and,  he  himself  foremost  in  all  Chris- 
tian endeavor.  Since  her  retirement  from 
public  service  she  has  resided  at  No.  160 
North  Professor  Street,  Oberlin,  Ohio,  enjoy- 


718 


ing  her  books  and  beloved  l)y  all  her  friends. 
Mrs.  Ingham's  splendid  record  as  church 
worker,  writer  and  speaker  is  widely  known, 
also  as  organizer  of  great  missionary  societies 
of  the  Methodist  Episcopal  Church.  She 
formerly  held  a  leading  position  among  the 
literary  women  of  Cleveland.  She  was  one 
of  the  founders  of  the  National  Woman's 
Christian  Temperance  Union,  embracing  Chau- 
tauqua and  Cleveland  in  1874 ;  also  one  of 
the  founders  of  the  School  of  Art  at  Cleve- 
land —  and  for  ten  years,  was  secretary  and 
journalist  of  its  Board  of  Trustees;  perhaps 
her  best  work  may  be  said  to  be  that  of  the 
organization  and  leadership  of  the  Woman's 
Temperance  Crusade  in  Cleveland,  in  the  last 
named  year.  She  was  a  member  of  the 
Cleveland  Teachers'  Association  from  1850  to 


1857,  and  did  much  to  perpetuate  this  form  of 
organization.  As  a  writer  her  prominent  pub- 
lication was  the  "History  of  Woman's  Work 
in  Cleveland,"  covering  the  period  from  1830 
to  1893,  a  most  valuable  contribution  to  liter- 
ature, and  to  the  history  of  Cleveland.  In 
1896  she  was  appointed  president  of  the 
Woman's  Department  of  the  Centennial  of 
Cleveland  and  the  Western  Reserve,  and 
under  her  skillful  management  every  phase 
and  development  of  work  done  by  woman  in 
that  city  was  comprehensively  brought  out. 
Mrs.  Ingham  is  a  member  of  the  Woman's 
Press  Club  of  Ohio,  also  of  various  other  lit- 
erary and  social  organizations,  and  enjoys  to 
the  full  the  esteem  and  respect  of  all  who 
know  her. 


719 


MARY  E.  COMSTOCK 


This  lady  is  one  of  the  veteran  school 
teachers  of  Cleveland  and  has  given  most 
valuable  services  in  promoting  the  develop- 
ment of  the  schools  of  the  Forest  City  to  the 
high  status  they  have  now  attained.  She  has 
been  principal  of  the  Walton  School  for  up- 
wards of  thirty  years,  and  it  is  recognized 
as  one  of  the  best  organized  in  the  city. 

Miss  Mary  E.  Com  stock  was  born  in 
Sandusky,  Ohio,  her  father,  Thomas  Com- 
stock,  now  deceased,  having  been  superintend- 
ent of  a  car  manufactory  in  that  city.  Her 
education  was  secured  by  studies  in  the 
graded  schools  and  high  school  of  Sandusky, 
and  she  graduated  from  the  latter  in  1859.  In 
1860   Miss  Comstock   began  her  life-work,   in 


which  she  was  destined  to  make  such  a  suc- 
cess, as  teacher  of  a  school  at  Kelley's  Island, 
where  she  remained  two  years.  Her  next 
charge  was  as  teacher  in  a  Sandusky  school, 
and  after  five  years'  services  there  she  went 
to  Cleveland,  Ohio,  where,  in  1872,  after  a 
year's  work  in  that  city  as  teacher,  her  merits 
were  promptly  recognized  and  she  was  pro- 
moted to  the  principalship  of  the  Walton 
School,  and  has  most  proficiently  served  in 
this  capacity  ever  since. 

Miss  Comstock  is  a  member  of  the  Ohio 
State  Teachers'  Association,  the  Northeastern 
Ohio  Teachers'  Association,  and  the  National 
Educational  Association,  and  is  an  attendant 
of  the  Presbyterian  Church. 


720 


MRS.   SOPHIA    ECKER 


For  the  lengthy  period  of  thirty  years  the 
above  named  lady  has-  been  a  valued  teacher 
in  the  public  schools  of  Toledo,  and  during 
that  time  her  services  must«  have  resulted  in 
an  incalculable  amount  of  good.  She  is  an 
instructress  of  the  progressive  school,  not 
given  to  fads  or  experiments,  but  ever  keep- 
ing fully  informed  and  abreast  of  all  advances 
made   in  educational   affairs. 

Mrs.  Ecker  is  a  native  daughter  of  Ohio's 
soil,  having  been  born  in  Maumee,  this  State. 
Her  father,  Henry  Commeger,  who  was  an 
attorney-at-law  of  some  prominence  in  his 
day,  and  also  served  the  United  State  govern- 
ment as  in.spector  of  internal  revenue,  took 
part  in  the  Civil  War,  and  as  a  result  of  ill- 
ness contracted  in  the  field,  died  while  in  the 
South. 


Our  subject  received  her  education  in  the 
public  schools  of  Toledo,  and  then  took  a 
course  in  the  Ohio  Wesleyan  University  at 
Delaware,  from  which  she  made  a  most  suc- 
cessful graduation.  For  thirty  years  she  has 
been  teaching  the  youthful  mind  in  Toledo, 
she  was  for  four  years  supervisor  of  primary 
schools  of  the  city,  until  the  office  was  abol- 
ished, and  for  the  past  seven  years  has  been 
attached  to  the  Newton  Street  School  as  sup- 
ervising principal.  She  possesses  a  magnetic 
personality,  and  is  held  in  fullest  confidence 
and  esteem  bv  her  pupils,  colleagues  and  all 
who  know  her.  Mrs.  Ecker  is  a  member  of 
the  Ohio  State  Teachers'  Reading  Club  and 
an  attendant  at  the  Methodist  Church.  She 
has  one  child,  a  daughter  of  bright  promise, 
who  is  now  studying  music  in  New  York 
City. 


721 


ANNA  S.   HUTCHINSON 


The  above  named  lady  has  been  connected 
with  Cleveland's  public  school  system  for  over 
a  third  of  a  century,  has,  during  that  time 
been  identified  with  but  two  schools,  and  has 
done  much  to  advance  the  splendid  status  to 
which  the  schools  of  the  Forest  City  has  at- 
tained. 

Miss  Anna  S.  Hutchinson  was  born  in 
Springfield,  Ohio,  where  her  father,  Ambrose 
C.  Hutchinson,  was  a  master  mechanic  and 
later  a  traveling  business  representative.  He 
is  now  deceased.  Her  education  was  received 
in  the  common  and  high  schools  of  Spring- 
field, also  in  the  Springfield  Seminary,  and 
she  began  teaching  when  very  young  in  a 
private  school.  After  a  successful  term  of 
service  there  she  went  to  Bellefontaine,  Ohio, 
where  a  vacancy  for  a  teacher  having  oc- 
curred, seventeen  applied  for  the  position. 
Miss  Hutchin.son  submitted  a  written  applica- 
tion and  had  the  honor  of  being  appointed  to 


the  vacancy.  On  concluding  her  work  in 
Bellefontaine  she  removed  to  Spring  Grove, 
a  suburb  of  Cincinnati,  where  she  officiated 
as  school  principal  for  three  years.  While 
there  she  met  Mr.  Rickofif,  at  that  time  sup- 
erintendent of  schools  at  Cleveland,  Ohio, 
and,  on  his  invitation  she  went  to  the  latter 
city,  where  he  appointed  her  teacher  in  the 
lowest  grammar  grade  of  the  Sterling  school. 
Merit  won  steady  promotion,  however,  and 
for  ten  years  she  officiated  as  assistant  prin- 
cipal of  the  Sterling  building.  In  1894,  Miss 
Hutchinson  was  promoted  to  the  principal- 
ship  of  the  Miles  Park  School,  and  still  re- 
mains in  this  responsible  position. 

Miss  Hutchinson  holds  membership  in  the 
Presbyterian  Church  and  the  Northeastern 
Ohio  Teachers'  Association,  and  is  an  ex- 
member  of  the  Ohio  State  Teachers'  Associa- 
tion and  the  National  Educational  Association. 


722 


SARAH    F.    BROWNE 


This  lady,  now  retired  to  the  well  earned 
repose  of  private  life,  was  a  public  school 
teacher  in  Steubenville,  Ohio,  for  a  half  cent- 
ury, and  achieved  a  most  flattering,  commend- 
able record.  She  was  born  at  West  Point, 
Columbiana  County,  this  State,  July  25,  1835, 
daughter  of  Henry  Douglas  Browne,  who  was 
first  a  school  teacher  and  latterly  a  bank  teller, 
and  Margaret  Harrison  Browne.  Her  pri- 
mary education  was  obtained  in  small  private 
schools  in   Steubenville,  principally. 

The  public  schools  at  that  period  were  in 
their  infancy,  the  teachers  unavoidably  meet- 
ing with  poor  returns,  as  the  rooms  were 
crowded  with  children  of  all  grades,  and  the 
instructors  could  only  hope  for  meager  results. 
Miss  Browne  also  took  a  course  in  the  Steu- 
benville Female  Seminary,  the  Rev.  C.  C. 
Beatty.  Principal,  and  was  graduated  there- 
from in  1853.  Shortly  afterward  she  began 
teaching  in  the  public  schools  of  Steubenville, 


and  continued  in  active  service  up  to  Decem- 
ber 19,  1902,  gaining  many  promotions.  Her 
specialty  being  primary  work  in  the  first  grade. 
On  Friday  evening  of  the  last  named  date 
she  was  tendered  a  farewell  reception  in  the 
parlors  of  the  Second  Presbyterian  Church, 
upon  which  occasion  a  most  interesting  vocal 
and  literary  programme  was  carried  out. 

Miss  Browne,  being  a  sufferer  from  Bron- 
chial Asthma  and  unable  to  stand  the  rigors- 
of  our  northern  climate,  left  Steubenville  for 
Florida,  December  22,  1902,  and  still  resides- 
there. 

The  condition  of  her  throat  is  such  that 
she  never  expects  to  live  north  again,  at  any 
rate  not  in  the  winter  season.  Miss  Browne' 
is  a  member  of  Stanton  Post,  No.  81,  Woman's: 
Relief  Corps,  and  at  various  times  has  hek! 
membership  in  County  and  State  teachers' 
associations. 


72S 


MARTHA  J.   LESLIE 


One  of  the  best  known  women  educators 
of  Ohio  is  the  above  named  lady,  who  was 
in  the  pubHc  service  for  fifty  years,  all  of 
the  time  in  the  schools  at  Steubcnville,  this 
State.  Miss  Leslie  was  born  in  Steiibenville 
on  January  22,  1838.  her  parents  being  Adam 
J.  Leslie,  attorney,  and  Jane  Finley  Leslie. 
Her  education  was  given  careful  attention. 
She  first  studied  in  private  schools  in  her 
home  city  and  then  took  a  three  years'  course 
in  the  Steubcnville  Seminary,  from  which  she 
was  graduated  in  1853,  when  but  fifteen  years 
old. 

In  May  of  that  year  she  began  her  pro- 
fessional   career    as    a    public    instructor,    in 


which  she  was  destined  to  continue  for  so 
lengthy  a  period  and  to  be  a  factor  for  so 
much  good.  She  taught  continuously  in  the 
public  schools  of  Steubcnville  up  to  June, 
1903.  when  she  retired  to  the  well  and  nobly 
earned  rest  of  private  life. 

During  her  active  career  she  attended 
every  meeting,  save  three,  of  the  Jefferson 
County  Institute,  also  many  sessions  of  the 
Ohio  State  Teachers'  Association.  Miss  Les- 
li.;  is  a  member  of  the  Woman's  Relief  Corps, 
and  has  for  many  years  been  identified  with 
the  temperance  and  charitable  w'ork  in  Steu- 
bcnville. She  is  beloved  by  a  host  of  friends 
and  former  pupils. 


724 


MRS.   THANK   ASHTON 


Mrs.  Ashton  has  been  actively  engaged 
in  school  teaching  for  over  forty  years,  and 
is  widely  known  in  educational  circles  i6i 
ability  and  thorough  interest  in  her  work. 
Her  career  has  been  uninterruptedly  success- 
ful from  fts  outset,  *her  work  gaining  her  re- 
peated   promotions. 

Mrs.  Ashton  was  born  in  Mercer  County, 
Pennsylvania,  where  her  father  followed  the 
vocation  of  carpenter.  Her  education  was 
secured  in  the  public  schools  of  New  Castle, 
and  she  began  teaching  in  Lawrence  County, 
Pennsylvania,  continuing  there  for  three  years, 
when  .she  removed  to  Ohio  and  for  nine  years 


taught  in  Portsmouth,  this  state.  In  1874,  on 
the  invitation  of  Dr.  .Rickofif,  Mrs.  Ashton 
went  to  Cleveland,  Ohio,  as  principal  of  the 
old  North  School,  and  after  five  years'  and 
five  months'  service  there,  was,  in  1880,  ap- 
pointed to  the  normal  school,  where  she  has 
ever  since  been  engaged  in  normal  training 
work. 

Mrs.  Ashton  is  a  member  of  the  National 
Educational  Association,  a  charter  member  of 
the  Ohio  State  Teachers'  Reading  Circle,  and 
her  labors  have  done  much  to  advance  the 
admirable  status  to  which  the  schools  of 
Cleveland  have  attained. 


725 


MISS  LUCIA  STICKNEY 


This  lady  is  a  veteran  among  the  school 
teachers  of  the  Buckeye  State,  her  length  of 
service  extending  over  a  period  of  forty-five 
years,  and  she  has  given  invaluable  services 
to  promoting  the  development  of  the  school 
system  to  the  admirable  degree  of  excellence 
which  it  has  now  attained. 

Miss  Lucia  Stickney  was  born  on  a  farm 
in  Medina  County,  Ohio,  her  father,  William 
Henry  Stickney,  being  now  long  since  de- 
ceased. When  a  child  she  first  attended  a 
district  school  in  Brooklyn,  a  suburb  of  Cleve- 
land, Ohio,  and  after  completing  the  course 
of  studies  availa1)le  there,  entered  the  West 
High  School  in  Cleveland,  graduating  there- 
from in  1858.  Then  followed  a  two  years' 
course  at  Oberlin  College,  from  which  college 
she  holds  the  degree  of  Master  of  Arts.  In 
1858  Miss  Stickney  began  her  professional 
career  in  a  district  school  in  Medina  County, 
and  On  concluding  her  work  there  went  to 
Cleveland,  where  her  services  were  immedi- 
ately called  into  requisition.     In  1877  she  went 


to  Cincinnati  as  teacher  of  Latin,  and  re- 
mained in  that  capacity  for  twenty-two  years. 
Having  well  earned  a  respite  from  labor  she 
took  a  trans-Atlantic  trip,  and  spent  a  year 
in  visiting,  sightseeing  and  studyine  the  coun- 
tries of  Greece,  Egypt,  Italy,  France  and  Eng- 
land. Returning  to  Cleveland  in  1900  Miss 
Stickney  was  appointed  teacher  in  the  English 
Department  of  the  East  High  School,  and 
still  retains  this  position. 

In  1004  Miss  Stickney  made  her  third 
voyage  to  Europe,  and  visited  the  principal 
points  of  interest  in  Germany.  She  has  in- 
vestigated philanthropical  work  in  London  and 
Paris,  visiting  the  schools  for  poor  children, 
and  other  special  schools,  gaining  an  insight 
into  their  workings  that  has  since  been  of 
much  benefit  to  her. 

Miss  Stickney  holds  membership  in  the 
Fir.st  Congregational  Church,  the  National 
Educational  Association,  the  Northeastern 
Ohio  Teachers'  Association  and  the  Ohio 
State  Teachers'  Association,  likewise  the  Na- 
tional Council,  a  select  body  of  sixty  members. 


726 


MRS.    CHARLOTTE    FOBFS 


This  lady  is  one  of  the  most  widely  known 
of  our  public  educators,  and  can  point  with 
pride  to  a  most  remarkable  record,  that  of 
having  taught  school  for  thirty-two  solid 
teaching  years  of  nine  months  each,  or  almost 
a  complete  quarter  century  of  years  of  twelve 
months  each.  Although  not  born  in  Ohio, 
yet  she  has  resided  here  the  greater  part  of 
her  career,  and  solemnized  her  marriage  in 
this   State. 

Mrs.  Ch.\rlotte  Fohes  was  born  in  New 
England,  being  a  native  of  Manchester,  Ben- 
nington County,  Vermont,  her  parents  being 
Charles  and  Lucina  W.  (Bassett)  Smith. 
There  were  two  others  in  the  family  —  two 
sons  —  one  of  whom  is  deceased,  while  the 
survivor  is  now  a  merchant  at  Manchester 
Centre,  Vermont. 

Our  subject  attended  the  rural  schools  of 
Bennington  County,  Vermont,  seven  years,  the 
Burr  and  Burton  Seminary  at  Manchester, 
Vermont,  four  years,  the  normal  school  at 
Ada,  Ohio,  three  terms,  the  normal  at  Val- 
paraiso, Indiana,  one  term,  and  local  summer 


normals  at  Mount  Vernon,  Ohio,  two  terms. 
Her  school  teaching  career  began  in  1870,  in 
"^ennington  County,  Vermont,  where  she 
taught  for  one  term,  and  then,  in  1871,  re- 
moved to  Knox  County,  Ohio,  where  she  con- 
tinued to  teach  up  to  1888,  with  the  exception 
of  four  years  of  her  married  life,  viz.:  1873- 
7!).  In  1888  Mrs.  Fobes  went  to  Marmette, 
Wisconsin,  and  taught  the  sixth  grade  school 
for  three  years  .  Returning  to  Ohio  in  1891 
she  assumed  control  of  the  secondary  depart- 
ment in  the  school  at  Gambler,  continuing  in 
that  capacity  three  years,  and  for  the  three 
following  years  she  taught  in  Centerberg, 
Ohio,  having  charge  of  the  grammar  grade. 
Leaving  Centerberg  Mrs.  Fobes  returned  to 
Gambler,  and  for  the  past  seven  years  has  had 
charge  of  the  primary  department  there.  The 
average  attendance  of  pupils  is  forty-five,  and 
the  school  is  maintained  at  an  admirable 
status  of  efficiency. 

Mrs.  Fobes  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Knox  County 
Teachers'  Association,  the  Protestant  Episco- 
pal Church. 


727 


MISS  SUSAN   A.   DILLIN 


For  more  than  three  decades  has  the  pub- 
lic school  system  claimed  the  services  of  the 
above  named  lady,  and  during  that  period  her 
advancement  has  been  steadily  going  on,  until 
now  she  occupies  the  envied  though  respon- 
sible position  of  principal  of  the  Broadway 
Building  of  Cleveland,  Ohio.  Her  success  has 
been  won  purely  upon  merit,  industry  and  un- 
ceasing perseverance,  and  her  reward  has  been 
fairly,  thoroughly  earned. 

Miss  Dillin  was  born  in  that  grandly  his- 
toric country  of  Walter  Scott  and  Robert 
Burns  —  Scotland  —  but  was  brought  to  the 
United  States  by  her  parents,  in  1853,  when 
a  mere  infant.  Her  earlier  education  was 
obtained  in  country  and  village  schools  in 
New  Hampshire,  after  which  followed  a 
course  of  studies  in  the  Tilden  Seminary, 
from  which  she  was  graduated  in  IStiO.  Miss 
Dillin's   first    professional    experience    was   as 


a  teacher  in  a  mountain  school  in  the  Granite 
State.  She  remained  but  a  year  there,  her 
next  field  of  labor  being  Auburn,  New  York. 
Another  year  was  spent  there  and  then  Miss 
Dillin  went  to  Cleveland,  Ohio,  which  has 
since  been  the  busy  scene  of  her  life-work. 
Her  first  appointment  was  as  teacher  of  the 
fourth  grade,  but  good  work  gained  repeated 
promotions  until,  in  1892,  she  was  appointed 
principal  of  the  Broadway  Building,  over 
which  she  still  continues  to  most  capably  pre- 
side. 

Miss  Dillin  keeps  fully  abreast  of  all  ad- 
vances made  in  the  educational  world.  She 
holds  membership  in  the  Ohio  Teachers' 
Reading  Circle,  the  Northeastern  Ohio  Teach- 
ers' Association  and  the  National  Educational 
Association.  Her  place  of  worship  is  the 
Miles  Park  Presbyterian  Church. 


728 


Mies   MARIE  A.   HIBBARD 


This  lady  lias  had  a  noteworthy  career  in 
the  scholastic  world,  is  one  of  the  foremost 
educators  in  Toledo,  and  a  recognized  author- 
ity in  all  matters  referring  to  education  and 
the  instruction  of  the  youthful  mind.  As  a 
teacher  she  has  been  eminently  and  uniformly 
successful,  pursuing  the  work  ofc  her  profes- 
sion with  her  whole  heart,  and  with  the  most 
highly   substantial,   satisfactory  results. 

Mi.s.s  HiuBARD  is  a  native  of  this  State, 
having  been  born  in  Fulton  County.  Ohio,  and 
may  be  said  to  have  inherited  her  predilection 
for  teaching,  as  both  her  parents  were  teach- 
ers, while  her  father's  father  and  grandfather 
were  also  followers  of  the  same  vocation. 
She  likewise  has  three  sisters  and  a  brother 
who  are  devoted  to  the  "'art  pedagogical." 

Miss  Hibbard  is  a  descendant  of  one  of 
the  oldest  families  in  the  country's  history. 
She  is  descended  from  one  great-great-grand- 
father and  four  great-grandfathers,  who  par- 
ticipated  in  the   Revolutionary   War,   and  she 


holds  membership  in  Ursula  VVolcott  Chapter 
of  the  Daughters  of  the  Revolution. 

Miss  Hibbard's  first  schooling  was  obtained 
in  a  small  town  in  Fulton  County,  Ohio. 
Later  she  attended  the  VVauseon  High  School 
and  finally  graduated  from  the  normal  class 
at  Wauseon.  She  then  went  to  Toledo,  and 
after  teaching  school  a  year  there,  entered 
Hillsdale  College,  where  she  remained  for  a 
year.  Returning  to  Toledo,  she  was  appointed 
to  the  Broadway  School,  and  later  became 
principal  of  the  St.  Clair  School.  At  the  ex- 
piration of  a  year  she  was  elected  principal 
of  the  Erie  Street  School,  which  responsible 
position  she  has  filled  honorably  and  accept- 
ably for  the  past  twenty-nine  years.  Miss 
Hibbard  is  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  also  the  National  Educational 
Association,  and  is  a  lady  who  commands 
the  highest  respect  and  esteem  of  the  entire 
connnunitv. 


729 


MRS.    HELEN    WOLCOTT    DIMICK 


Of  Ohio's  splendid  army  of  public  school 
teachers,  the  majority  are  of  "the  gentler 
sex,"  the  ratio  standing  two  to  one  in  their 
favor.  This  is  not  surprising  as  the  instruc- 
tion of  the  young  is  woman's  natural  sphere. 
one  in  which  she  is  pre-eminently  fitted  to 
shine.  A  lady  who  has  won  distinct  success 
in  this  field  of  labor  is  Mrs.  Helen  Wolcott 
DiMicK,  whose  valuable  services  are  being 
given  to  Toledo,  Ohio.  Mrs.  Dimick  was 
born  in  the  East,  and  is  a  direct  descendant 
of  one  of  the  oldest  New  England  families. 
Her  birthplace  was  in  Windsor  Locks.  Con- 
necticut, her  father  being  Samuel  W.  Skinner, 
M.  D.,  her  mother,  Dora  (Fuller)  Skinner. 
Dr.  Skinner  was  a  most  prominent  physician 
and  surgeon  of  his  day  and  widely  known  to 
the  medical  profession.  He  was  a  graduate 
of  Yale  and  of  Bellevue  Hospital,  New  York, 
and  performed  heroic  services  as  surgeon-in- 
chief  on  Col.  De  Russy's  staff  —  stationed  at 
Arlington  Heights  durinig  the  war  of  the 
Rebellion. 


Mrs.  Dimick  received  her  education  in  the 
private  schools  of  Windsor  Locks.  Connecti- 
cut, and  at  Mount  Holyoke  College,  Mass. 
Going  to  Toledo  she  became  actively  engaged 
in  school  work,  and  for  the  past  six  years 
has  been  attached  to  the  Seger  School  as  sup- 
ervising principal.  Here  she  has  met  with 
excellent  success,  and  enjoys  the  confidence 
and   esteem  of  all  her  pupils  and  colleagues. 

Mrs.  Dimick  takes  a  great  interest  in  or- 
ganizations perpetuating  the  memory  of  her 
forefathers.  She  is  a  member  of  the  Colonial 
Dames,  ex-regent  of  Ursula  Wolcott  Chapter, 
Daugliters  of  the  American  Revolution,  is 
first  vice-president  of  the  Daughters  of  1812 
Ohio  Society  and  also  holds  membership  in 
the  Daughters  of  the  Mayflower  Society.  She 
is  likewise  a  member  of  the  Ohio  Teachers' 
Reading  Circle,  attends  the  First  Congrega- 
tional Church,  and  has  a  future  bright  with 
promise   before   her. 


730 


THE    LATE    MRS.    KATE    Y.    HERRICK 


This  lamented  lady,  who  remains  dear  in 
the  memory  of  all  who  knew  her,  for  to  have 
known  her  was  but  to  esteem  her,  was  for 
over  a  third  of  a  century  an  active  member  of 
Ohio's  grand  army  of  public  school  instruc- 
tors. She  was  a  broad-minded,  progressive 
educator,  possessing  wonderful  executive  abil- 
ity, good  judgment,  ripe  scholarship  and  a 
pleasing  dignified  personality  that  left  its  im- 
press upon  every  school  with  which  she  was 
connected. 

As  a  teacher  Mrs.  Herrick  was  ambitious, 
faithful  and  conscientious,  untiring  in  her 
-efiforts  to  promote  the  welfare  and  advance- 
ment of  her  pupils.  Possessing  in  unusual 
degree  the  magnetism  so  necessary  to  a  suc- 
cessful teacher,  she  was  able  to  influence  the 
little  ones  through  the  love  and  confidence 
she  inspired. 

Mrs.  Herrick  was  born  in  New  Philadel- 
phia, Ohio,  September  16.  1848,  her  maiden 
name  being  Minerva  Catherine  Young,  her 
parents,  William  and  Alvina  (Carnahan) 
Young,  both  of  Tuscarawas  County.  For 
eleven  years  she  attended  and  was  a  nlember 
of  the  first  graduating  class  of  the  New  Phil- 
adelphia (Ohio)  schools.  This  class  gradu- 
ated in  the  spring  of  1865,  under  the  superin- 
tendency  of  J.   L.   Mcllvaine,  now  editor  and 


publisher  of  the  Tuscarawas  Advocate.  At 
the  age  of  seventeen.  Miss  Young  began  teach- 
ing at  Trenton,  now  known  as  Tuscarawas, 
and  remained  there  up  to  1868,  when  she  went 
to  Uhrichsville,  Ohio,  as  assistant  principal  of 
the  high  school  there,  later  becoming  principal 
under  Superintendent  Frye.  and  her  work  con- 
tinued for  thirty  years,  or  parts  of  terms,  the 
grades  taught  by  her  there  being  the  A  gram- 
mar and  the  Junior  High  School.  For  three 
years  prior  to  her  death  she  taught  the  sixth 
and  .seventh  grades  in  the  Trenton  Avenue 
Building.  In  the  whole  period  of  her  service 
she  taught  in  thirty-one  schools,  and  estab- 
lished a  splendid  record.  December  80,  1873, 
Miss  Young  was  married  to  Mr.  Matson  J. 
Herrick.  and  they  made  a  home  in  Ravenna, 
Ohio,  where  Mr.  Herrick  died  in  1879,  leav- 
ing her  with  two  children  —  Irma,  now  the 
wife  of  R.  E.  Finney,  of  Uhrichsville,  and 
Volney  W.  Herrick,  for  years  an  attache  of 
the  Evening  Chronicle,  a  daily  paper  pub- 
lished at  IJhrichsville  and  Dennison,  Ohio. 
Mrs.  Herrick's  last  day  as  a  teacher  was 
February  5,  1904,  On  that  day  she  was  taken 
ill :  on  Sunday,  February  21,  her  demise 
occurred,  and  her  remains  were  interred  in 
Union    cemetery,    in    the    midst    of    universal 


731 


ANNIE    E.    SIMS 


Annie  E.  Sims  was  born  in  the  village  of 
Gratiot,   Muskingum  County,  Ohio. 

She  is  the  daughter  of  Mr.  Simeon  Sims, 
the    leading   merchant    of    her    native    village. 

Coming  to  Columbus  she  completed  her 
education  and  was  graduated  from  the  Co- 
lumbus High  School  in  18()f1. 

Having  thoroughly  .  qualified  herself  for 
the  profession  of  teaching,  she  was  assigned 
to  the  Spring  Street  School  in  1871,  where 
she   taught   during   her   first   school   year. 

She  then  went  to  the  Fieser  School  where 
she  continued  to  teach  successfully  for  five 
years. 

After  nine  years  at  Sullivant  School,  in 
1877  she  was  promoted  to  principal  and 
placed  in  charge  of  the  Franklinton  School, 
where  she  remained  for  two  and  a  half  years, 


and  was  then  transferred  to  the  Fieser  School 
of  which  she  has  since  been  the  greatly  be- 
loved principal. 

She  is  the  president  of  the  Principals'  As- 
sociation of  Columbus,  being  frequently  re- 
elected, she  was  the  assistant  superintendent 
of  the  First  Methodist  Church  Sunday  School 
for  many  years. 

She  was  president  of  the  Ladies'  Aid  So- 
ciety for  a  number  of  years  and  for  the  past 
three  years  she  has  been  at  the  head  of  the 
Literary  Department  of  the  Epworth  League 
of  the  Methodist  Episcopal  Church,  and  con- 
ducted its  affairs  most  successfully. 

She  is  identified  and  in  hearty  accord  with 
all  the  progressive  movements  along  educa- 
tional and  literary  lines. 


732 


MATTIE  SIMONTON 


This  lady  is  a  veteran  in  the  cause  of  edu- 
cation in  Columbus,  her  record  as  a  disciplin- 
arian is  unexcelled,  and  in  all  lines  of  school 
work  she  has  shown  great  ability.  Miss 
SiMONTON  was  born  in  Milford,  Clermont 
County,  Ohio,  but  has  resided  in  Columbus 
almost  her  entire  life,  and  here  her  father, 
Hiram  Simonton,  for  years  conducted  the  old 
Buckeye  House,  a  noted  caravansary  in  its 
day.  and  which  stood  on  the  site  where  the 
Coluinbus  Board  of  Trade  is  now  located  on 
East  Broad  Street.  Her  education  was  ob- 
tained in  the  public  schools  of  the  Capital 
City,  and  beside  being  a  graduate  of  the  Cen- 
tral High  School,  she  graduated  with  honors 
from  Heyl's  Seminary.  Her  first  experience 
as  a  teacher  was  at  the  old  Mound  Street 
School,  where  she  taught  through  most  of  the 
grades,  and  there  she  continued  up  to  the  time 
when    the    law    making    women    eligible    for 


principalship  was  passed,  when  she  was  ap- 
pointed principal  of  the  Rich  Street  School. 
This  position  Miss  Simonton  retained  until 
1895.  when  she  was  appointed  to  the  prin- 
cipalship of  the  Ohio  Avenue  School,  and 
still  retains  this  important  incumbency.  This 
is  one  of  the  leading,  largest  .schools  in  Co- 
lumbus, there  being  some  seventeen  teachers 
and  sixteen  .school  rooms,  all  of  which  are 
under  the  immediate  supervision  of  the  prin- 
cipal. Miss  Simonton  is  a  member  of  the 
Ohio  Teachers'  Reading  Circle  and  ex-mem- 
ber of  the  old  Chautauqua  Circle,  a  former 
president  of  the  Principals'  Association  and  a 
charter  member  and  ex-official  of  the  Teach- 
ers" Mutual  Aid  Association.  Her  successes 
have  been  achieved  by  merit  purely,  as  she 
never  at  any  time  sought  promotion,  and  the 
schools  of  the  city  owe  much  to  her  life- 
long, unselfish  labors  in  their  behalf. 


7*3 


OF  THE      " 

NIVERSITY 

OF 


*;^^'iT!?SC^.^ts 


HELEN    MILLAY 


This  lady's  entire  life  has  been  devoted  to 
the  cause  of  education  in  Columbus,  and  her 
services  have  been  of  inestimable  value  to  the 
community.  Her  birthplace  was  Newark, 
Ohio,  where  her  father  conducted  a  merchant 
tailoring  establishment,  later  removing  the 
same  to  Columbus.  Here  Miss  Millay  began 
her  education  in  a  convent  school,  afterward 
spending  a  year  in  a  similar  institution  in 
Cleveland.  Returning  to  Columbus  she  at- 
tended the  public  schools,  graduated  from  the 
Central  High  School,  and,  in  1865,  began 
teaching   in    the    old    Long    Street    School,    a 


year  later  being  transferred  to  the  Spring 
Street  School.  Her  next  position  was  as 
teacher  of  the  grammar  class  at  the  Sullivant 
School.  Later  Miss  Millay  was  appointed 
orincipal  of  the  Fieser  School,  and  for  the 
past  thirteen  years  has  been  principal  of  the 
Park  Street  School.  Miss  Millay  holds  mem- 
bership in  the  Ohio  Teachers'  Reading  Circle, 
the  National  Educational  Association,  the 
Central  Ohio  Teachers'  Association,  the  Mut- 
ual Aid  Association,  and  the  Cathedral,  and 
her  residence  is  at  No.  118  Wilson  Avenue. 


734 


^ 


MISS   LOUISE    L.   CAMPBELL 


Of  the  many  ladies  who  have  achieved 
distinction  in  the  position  of  principal  of 
schools,  Miss  Louise  L.  Campbell  has  been 
one  of  the  foremost  and  most  successful.  Her 
life's  energies,  her  literary  attainments,  have 
been  devoted  to  the  cause  of  popular  educa- 
tion for  twenty-five  years,  greatly  to  the  en- 
hancement and  development  of  the  public 
school  system. 

Miss  Campbell  is  a  native  of  this  State, 
having  been  born  on  the  farm  of  her  father, 
Peter  Campbell,  near  Wellsville,  Ohio.  Her 
early  schooling  was  obtained  in  Youngstown, 
Ohio,  and,  on  removing  to  Cleveland,  she  con- 
tinued her  studies  there,  graduating  from  the 
Normal  School.  Her  first  position  as  teacher 
was  in  the  Mayflower  Building,  Cleveland, 
where  she  continued  for  fifteen  years.  She 
was  then  transferred  to  the  Outhwaite  Build- 


ing for  a  year,  thence  to  the  Fremont  Build- 
ing for  a  year,  and  was  then  appointed  assist- 
ant principal  of  the  Gordon  Building,  acting 
in  that  capacity  for  three  years,  when  she  was 
promoted  to  the  principalship.  She  officiated 
in  this  latter  role  in  the  Gordon  school  for 
five  years,  or,  until  January,  1905,  when  she 
was  made  principal  of  the  Orchard  Street 
Building,  her  present  position. 

Miss  Campbell  is  a  member  of  the  Na- 
tional Educational  Association,  the  Northeast- 
ern Ohio  Teachers'  Association  and  the  Wood- 
land Avenue  Presbyterian  Church.  She  has 
always  stood  for  enterprise  and  progress  in 
the  various  lines  of  school  work  has  broad- 
ened her  views  by  extended  travel  in  the 
United  States,  having  been  from  Maine  to 
California,  and  has  enriched  her  work  by  two 
trips  to  Europe. 


ELECTA    P.    BRADBURY 


In  the  development  and  upbuilding  of  the 
public  schools  of  Cleveland  to  their  present 
splendid  degree  of  excellence,  much  valuable 
work  and  assistance  has  been  given  by  the  lady 
whose  name  appears  above.  She  has  been  ac- 
tively engaged  in  teaching  in  the  Forest  City 
for  over  thirty  years,  and  has  been  uninter- 
ruptedly successful  from  the  outset,  her  inde- 
fatigable labor  resulting  in  giving  her  the 
pleasure  of  seeing  her  school  constantly  gain 
an  increased  attendance  and  popularity. 

Miss  Electa  P.  Bradbury  is  a  native  of 
Ohio,  her  birthplace  being  in  Gallia  county, 
where  her  father,  Joseph  Bradbury,  was  an 
attorney-at-law  of  prominence.  Her  early  ed- 
ucation was  received  in  the  public  schools  of 
Gallia  county  and  later  her  studies  were  con- 
tinued in  Franklin  county,  Ohio.  In  1873  she 
successfully     graduated      from     the      Nonnal 


School  at  Worthington,  that  county,  and 
shortly  afterward,  in  the  same  year.  Miss  Brad- 
bury took  up  a  residence  in  Cleveland  and 
was  appointed  principal  in  a  small  school 
building,  in  which  she  was  the  only  teacher. 
Through  her  energy  and  interest  the  attend- 
ance gradually  grew  until,  inside  two  years,  an 
assistant  teacher  was  appointed.  Since  then, 
under  her  leadership,  this  growth  has  steadily 
gone  on,  until  to-day  the  Kinsman  School  is 
one  of  the  largest  in  the  city.  Miss  Bradbury 
now  having  twenty-seven  teachers  and  eleven 
hundred  pupils  under  her  supervision. 

Miss  Bradbury  is  an  ex-member  of  the 
Ohio  Teachers'  Reading  Circle,  and  still  holds 
membership  in  the  Northeastern  Ohio  Teach- 
ers' Association  and  the  National  Educational 
Association.  She  attends  the  New  Churcli 
and  has  many  friends  in  educational  and  social 
circles. 


736 


MRS.  AUGUSTA  McCLINTOCK 


This  lady  is  one  of  Cleveland's  most  emi- 
nently successful  educators.  Pursuing  the 
work  of  teaching  in  a  soulful,  whole-hearted 
manner,  she  possesses  in  a  rare  degree  the  gift 
of  knowing  how  to  most  lastingly  impart 
knowledge  to  youthful  minds.  As  a  principal 
she  has  ever  inbued  her  colleagues  and  assist- 
ants with  her  spirit  of  earnestness  and  enthu- 
siasm. 

Mrs.  Augu.sta  McClintock  is  an  Ohioan, 
having  been  born  in  Hebron,  where  her  father, 
Henry  Balthis,  now  deceased,  was  a  merchant. 
She  was  educated  in  the  public  schools  and 
afterward  took  courses  of  study  in  Granville 
College,   at   Granville,   Ohio,   and   the   normal 


school  at  Worthington,  Ohio.  Mrs.  Mc- 
Clintock first  taught  school  at  London,  Ohio, 
and,  after  the  demise  of  her  husband,  Warren 
McClintock,  went  to  Cleveland,  where  she  was 
appointed  to  the  Brownell  Building.  There 
she  remained  for  five  years,  when  she  was 
elected  principal  of  the  Fremont  Building,  and 
has  most  ably  and  efficiently  officiated  in  this 
capacity  for  the  past  .seventeen  years. 

Mrs.  McClintock  is  a  member  of  several 
educational  organizations,  and  she  enjoys  to 
the  fullest  that  respect  and  confidence  of  the 
])ublic  which  her  long,  faithful  and  consci- 
entious work  so  justly  entitles  her. 


737 


MISS    MARY   A.   MORROW 


The  services  of  this  lady,  since  the  1)egiii- 
ning  of  her  career,  have  hceii  enlisted  in  be- 
half of  the  schools  of  Cleveland,  and  she  has 
performed  a  noteworthy  part  in  securing  that 
high  degree  of  excellence  to  which  tliese 
schools  have  attained. 

Miss  Mary  A.  Morrow  was  born  in  Port 
Hope,  Ontario,  Canada,  but  has  lived  in  the 
Forest  City  since  infancy.  Her  father,  Thomas 
B.  Morrow,  now  deceased,  was  once  a  merch- 
ant of  some  prominence.  Her  education  was 
obtained  in  the  public  schools  of  Cleveland, 
Ohio,  and  she  is  a  graduate  of  both  the  Cen- 


tral Higli  School  and  the  Normal  School, 
graduating  from  the  latter  in  1877. 

Miss  Morrow's  first  position  was  as  a 
teacher  in  the  Dunham  school,  where  she  re- 
mained for  eleven  years  being  principal  of 
Dunham  school  for  the  last  five  years  of  her 
stay  here  when  she  was  appointed  to  the 
principalship  of  the  Giddings  Avenue  school, 
and  has  since  officiated  there  with  the  most 
efficient  and  productive  results. 

Miss  Morrow  attends  the  Methodist  Epis- 
copal Church,  and  her  record  is  one  in  which 
she  may  justly  take  pride. 


738 


MARY    L.    PETERSON 


The  cause  of  education  has  a  valuable  ally 
in  the  above  named  lady,  whose  entire  life  has 
been   devoted  to  the  public   school  service. 

She  is  the  Principal  of  the  Denison  School, 
which  is  recognized  as  one  of  the  best  or- 
ganized and  most  capably  managed  of  the 
many  splendid  schools  of  the  Forest  city. 

Miss  Mary  L.  Peterson  was  born  in  Salem, 
Ohio,  where  in  the  public  schools  she  received 
her  early  education.  At  the  age  of  fourteen 
she  began  licr  teaching  in  a  country  school  of 
Stark  county,  but  later  returned  to  her  native 
town  to  take  a  special  course  in  the  High 
School.  She  was  soon,  however,  appointed  to 
till  a  vacancy  in  the  Salem  schools  caused  by 
the  resignation  of  Mr.  E.  O.  Vailc,  who  sought 
a  wider  field  of  work.  Here  she  remained 
two  and  a  half  years  having  received  three 
promotions  in   that   time. 

In  181)8,  through  Mr,  Royce,  State  Commis- 
sioner of  Schools,  she  met  Mr.  Rickoff,  who 
was  then  organizing  the  Cleveland  schools 
into  that  splendid  system  they  enjoy  to-day. 

Ever  on  the  alert  for  young,  enthusiastic 
teachers,  he  invited  Miss  Peterson  to  Cleve- 
land, where  after  securing  her  certificate,  she 
was  given  a  school  of  boys  in  one  of  the 
hardest  sections  of  tlic  city. 


Four  teachers,  in  succession  had  found  the 
boys  too  strong  for  their  control,  Miss  Peter- 
son brought  order  out  of  chaos,  and  —  respect 
for  her  ability. 

Since  then  she  has  served  without  inter- 
ruption, in  the  Cleveland  schools,  having 
taught  in  all  the  different  grades,  her  excel- 
lent   work   gaining  steady   promotion   for   her. 

.Miss  Peterson  claims  that  whatever  suc- 
cess she  may  have  attained,  is  due  to  the  in- 
spiration she  received  from  W.  D,  Ilenkle, 
former  superintendent  of  the  Salem  schools, 
and  Ohio  State  School  Commissioner  from 
18(i!l  to  1871 — and  one  of  the  most  efficient  of 
those  who  have  held  that  position.  For  many 
years  her  home  was  in  his  family,  where  the 
aid  and  encouragement  she  received  through 
his  advice  and  suggestions  proved  most  valu- 
able. 

Miss  Peter.son  is  a  member  of  the  local. 
State  and  National  Educational  Associations, 
and  has  done  some  fine  institute  work.  She 
is  an  ex-member  of  the  O.  T.  R.  C,  and  has 
organized  and  carried  to  success  the  Denison 
Literary  Club,  directing  the  reading  and  study 
of  its  members. 

She  has  been  a  member  of  the  Pilgrim 
Congregational    Church    since    ISfiO. 


739 


MARGARET  HENRY  MULLIGAN 


The  professional  career  of  this  lady  has 
been  one  that  reflects  the  utmost  credit  upon 
her  ability  as  a  public  teacher,  and  her  services 
have  been  highly  appreciable  to  the  commu- 
nity. Miss  Mulligan  was  born  in  Belfast, 
Ireland,  but  has  lived  in  Columbus  since  three 
years  of  age,  and  her  father  was  a  well  known 
wholesale  merchant  here.  Her  education  was 
obtained  in  the  public  schools,  and  the  O.  S. 
U.,  Columbus,  Ohio,  and  in  1891  she  gradu- 
ated from  the  Columbus  Normal  School.  Her 
career  as  teacher  began  in  the  Eighth  Avenue 


school,  to  which  her  services  were  given  for 
four  years,  then  five  years  at  Douglas  school, 
after  which  two  years  were  given  to  the  Ea.st 
Main  street  school,  and,  the  Livingston  Av- 
enue school  being  opened  about  this  time,  she 
was  appointed  its  principal  and  still  retains  the 
position,  which  has  been  filled  by  her  with  the 
most  successful,  substantial  results.  Miss  Mul- 
ligan is  a  member  of  the  Principals'  and  the 
Teachers'  Mutual  Aid  associations,  and  her 
reputation  is  one  in  which  she  may  justly 
take  pride. 


740 


ANNA   PFEIFFER 


Miss  Pfeiffer  has  given  her  life-time,' 
ability  and  energies  to  educational  affairs,  and 
her  services  have  been  of  the  most  valuable 
and  appreciable  character.  A  native  of  Co- 
lumbus, she  attended  the  public  schools  here, 
and  graduated  from  the  Central  High  School 
in  1879.  Shortly  after  this  important  event, 
Miss  Pfeiffer  was  appointed  a  teacher  in  the 
Fulton  Street  school,  and  continued  there  for 
ten  years ;  later  teaching  in  the  Siebert  Street 
school  three  years,  and  the  Stewart  Avenue 
school    seven    years.      Then,    recognizing    her 


merits,  the  Board  of  Education  appointed  her 
principal  of  the  Franklinton  school,  where 
she  remained  in  control  three  years  and  since 
that  period  has  been  principal  of  the  Fourth 
Street  school. 

Miss  Pfeiffer  is  an  active  member  of  the 
Principals'  Association,  the  Teachers'  Mutual 
Aid  Association,  and  the  Ohio  Teachers'  Read- 
ing Circle,  is  interested  in  church  work,  being 
a  regular  attendant  of  Grace  Lutheran  Church, 
and  she  has  an  extended  circle  of  friends  in 
the  community. 


741 


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MEDARY  AVENUE  SCHOOL,  COLUMBUS,  OHIO 


SARAH    A.    SMITH 


Miss  Smith  has  devoted  years  of  valuable 
service  to  the  cause  of  education  in  Columbus. 
Born  in  Jackson  Township,  Franklin  County, 
where  her  father,  Daniel  Smith,  (deceased  in 
1878)  was  a  respected  farmer,  she  first  at- 
tended the  local  schools  there,  afterward  re- 
moving; to  Columbus  and  attending  the  public 
.■schools  of  that  city.  After  graduating  from 
the  Central  High  School.  Miss  Smith  was 
appointed  a  teacher,  in  1870,  in  the  Mound 
Street  School,  remaining  there  a  number  of 
years,  when  she  was  transferred  to  the  Sulli- 


vant  School.  After  holding  this  position  two 
years  she  was  returned  to  the  Mound  Street 
School,  teaching  there  up  to  1891,  when  she 
was  made  principal  of  the  institution.  In  1893 
Miss  Smith  was  appbinted  head  of  the  Med- 
ary  Avenue  School  and  still  retains  that  posi- 
tion. Her  residence  is  at  No.  199  South  Ohio 
Avenue  and  she  holds  membership  in  the  Prin- 
cipals' Association,  the  Central  Ohio  Teach- 
ers' .Association,  and  the  First  Presbyterian 
Church. 


742 


MAUD    IRENE    MYERS 


Of  the  various  fields  of  labor  which  have 
been  entered  by .  women,  there  is  none  for 
which  she  is  better  equipped  by  nature  than 
that  of  school  teaching.  That  she  has  fully 
taken  advantage  of  this  fact  is  shown  by  statis- 
tics :  last  year  the  number  of  school  teachers 
and  college  professors  was  44li.<M)()  in  the 
United  States,  and  of  these,  3-'8,n00  were 
women,  a  most  creditable  record  for  the 
"weaker  sex,"  so  inaptly  called. 

A  lady  who  has  achieved  prominence  in 
Ohio's  educational  field  is  Miss  Maud  Irkne 
Myers,  who  is  occupying  the  honored  position 
of  principal  of  the  High  School  at  Delaware. 
Miss  Myers  is  a  native  of  Darke  county,  Ohio, 
her  initial  education  was  secured  in  the  rural 
schools  of  that  county.  After  a  few  years' 
residence  in  Bradford,  Ohio,  she  came  to 
Delaware,  and  graduated  from  the  Delaware 
High  School.     The  following  year  Miss  Myers 


entered  the  Ohio  Wesleyan  University,  gradu- 
ating in  1897,  with  the  degree  of  Bachelor  of 
Arts.  In  1898  this  institution  conferred  upon 
her  the  degree  of  Master  of  Arts.  Her  major 
study  was  in  literature  and  philosophy.  While 
at  this  university  Miss  Myers  taught  a  class 
in  Latin,  and  in  the  fall  of  1898  she  went  to 
Bowling  Green,  Ohio,  having  been  appointed 
assistant  principal  of  the  school  there,  and  she 
continued  in  that  capacity  for  two  years.  Re- 
turning to  Delaware  she  was  assigned  a  po- 
sition in  the  high  school,  her  service  proving 
so  efficient  that,  in  1904,  she  was  promoted 
to  the  principalship,  a  position  she  is  filling  to 
the  entire  satisfaction  of  her  pupils,  their 
parents,  and  the  public. 

Mi.ss  Myers  takes  an  active  interest  in  mat- 
ters pertaining  to  progress  in  education,  is  an 
attendant  of  the  Methodist  Episcopalian 
Church,  and  commands  the  highest  e.steem  of 
all  who  know  her. 


743 


MISS    LIDA    CRICKARD 


In  the  great  modern  field  of  education  the 
most  marked  feature  is  the  entrance  of  women 
as  teacliers,  and  the  magnificent  work  that  has 
been  performed  by  them.  There  are  now 
three  females  to  every  male  teacher  in  the 
United  States,  colleges  and  schools,  and  the 
average  in  favor  of  the  former  is  constantly 
becoming  augmented. 

Among  the  Successful  lady  teachers  of 
Ohio  is  Miss  Lida  Crick.ard,  the  popular 
principal  of  the  North  school  at  Delaware. 
Miss  Crickard  is  a  native  of  Ohio,  her  birth- 
place being  at  Marion,  where  her  father,  James 
Crickard,  now  deceased,  was  a  retired  farmer 
and  highly  regarded  citizen.  She  was  edu- 
cated in  the  public  and  high  schools  of  Dela- 
ware, graduating  from  the  latter  in  1880,  and 
in  the  following  year  she  assumed  charge  of  a 


rural  school  in  Delaware  county.  In  1884 
Miss  Crickard  was  assigned  to  a  school  in 
Delaware  city,  and  her  services  were  so  mani- 
festly efficient  that,  in  a  short  time  she  was 
promoted  to  the  principalship  of  the  North 
school  whose  status  she  has  raised  to  the  very 
highest  point  of  excellence. 

Miss  Crickard  comes  from  a  race  of  teach- 
ers, her  parents  having  taught  school  in  their 
early  life.  All  members  of  her  family  have 
taught  school  at  some  period  in  their  lives, 
one  sister  being  at  present  engaged  in  the  pro- 
fession in  the  Hawaiian   Islands. 

Miss  Crickard  is  an  ex-member  of  the  Ohio 
Teachers'  Reading  Circle,  a  member  of  the 
Central  Ohio  Teachers'  Association,  also  the 
Euterpean  Fraternity  club,  and  is  an  attendant 
of  St.   Paul's  Church. 


744 


■^ 


MISS   LAURA  A.  WOODWARD 


The  responsible  position  of  principal  of 
the  East  Building,  Delaware,  Ohio,  has  been 
held  by  Miss  Woodward  for  the  past  three 
years,  and  its  duties  have  been  filled  in  a 
manner  reflecting  the  utmost  credit  upon  her. 
She  has  long  devoted  her  energies  to  the  pub- 
lic school  service  and  has  filled  every  position 
to  which  she  has  been  called  with  rare  tact 
and  ability. 

Miss  Laura  A.  Woodward  is  a  native 
Ohioan,  having  been  born  near  Mount  Gilead, 
her  parents  being  Ezra  S.  Woodward  and 
Mrs.  Hannah  (Boggs)  Woodward,  the  former 
a  contractor  and  builder.  Her  education,  a 
most  thorough  one,  was  secured  in  the  schools 
of  Mount  Gilead,  Chesterville  and   Delaware, 


Ohio.  In  1882  she  graduated  from  the  high 
school  in  the  latter  city,  and  then  followed  a 
short  course  in  the  Ohio  Wesleyan  University. 
Her  first  work  as  teacher  was  done  in  a 
school  near  Cardington,  Ohio,  and  after  a 
term  there  she  taught  for  several  terms  in  a 
school  near  Delaware.  Her  services  were 
next  spent  in  the  schools  of  Richwood,  Ohio, 
where  she  remained  for  seven  years,  when  she 
removed  to  Delaware,  and  has  since  been 
located  there. 

Miss  Woodward  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  also  an  attendant 
of  the  National  Educational  Association,  and 
her  reoutation  is  one  of  enduring  merit. 


745 


MISS    LORETTA    STUBBINS 


The  success  attained  Ijy  this  lady  has  been 
the  sequence  of  splendid  preHminary  training, 
of  natural  aptitude  for  her  vocation,  of  sound 
executive  ability,  and  a  personality  that  wins 
the   confidence   and  esteem   of   all   her  pupils. 

Miss  Loretta  Stubiuns  was  born,  reared 
and  educated  in  Smithtield,  Ohio.  Her  mother, 
Elizabeth  (Foster)  Stubbins,  was  a  native 
of  Tuscarawas  county,  Ohio.  Her  father 
had  both  a  trade  and  a  profession,  being  a 
cabinet  maker  and  a  minister,  and  he  was  an 
upright  citizen  with  a  host  of  friends.  Miss 
Stubbins's  rudimentary  education  was  ob- 
tained by  eight  years'  attendance  at  the  pub- 
lic schools  in  Smithfield,  Ohio,  followed  by  a 
four  years*  cour.se  in  the  Smithfield  High 
School,  from  which  she  graduated  with  the 
class   of   1884.     Next   came   a   year   at   review 


work  at  Mount  Union  College,  Alliance, 
Ohio  and  then  a  term's  normal  at  the  Ohio 
Univer.'-ity,  Athens,  Ohio.  In  1887  Miss  Stub- 
bins  began  teaching  at  Smithfield,  and  con- 
timied  at  work  there  and  vicinity  for  four 
years,  when  slie  received  a  call  from  Mingo 
Junction,  and  since  1892  this  has  been  her 
field  of  operations.  The  fourth  and  fifth 
grades  are  under  her  supervision,  and  the 
average  number  of  pupils  in  attendance  is 
forty-two. 

Miss  Stubbins  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Eastern  Ohio 
Teachers'  Association,  the  Ohio  Teachers' 
Federation  and  the  JefTerson  County  Teachers' 
Institute,  and  she  is  a  worshipper  in  the  Pres- 
byterian Church. 


746 


MISS  ALICE  GRACE  MATHENY 


A  sphere  in  which  the  natural  abilities  of 
woman  shine  to  exceptional  advantage  is  that 
of  the  public  school,  and  it  is  in  the  capacity 
of  a  teacher  that  she  is  enabled  to  perform 
the  most  crcdilable  work.  Of  the  450,(1011 
teachers  employed  in  the  schools  of  the 
United  States,  330,000  are  women,  and  in 
Ohio  the  percentage  also  holds  good. 

Among  our  successful  lady  teachers  is 
Miss  Alice  Grace  Mathenv,  who  is  in  charge 
of  the  primary  department  of  the  school  at 
Sugar  Grove,  Berne  Township,  Fairfield 
County.  This  lady  was  born  in  this  township. 
her  parents  being  Elizabeth  and  J.  S.  Matheny. 
the  latter  a  prosperous  farmer  and  the  present 
capable  postmaster  of  Sugar  Grove.  For 
eleven  years  Miss  Matheny  was  a  pupil  in  the 
Blue  Valley,  Berne  Township  district  school, 
securing  a  well  grounded  elementary  educa- 
tion, and  then  she  took  a  four  years'  course 
at    the    Crawfis   Institute,   graduating   in    1899 


and  being  awarded  a  diidoma  for  excellence 
in  Latin.  Her  first  experience  as  a  public 
instructor  was  a  teacher  of  the  Blue  Valley 
district  school  for  a  term  of  two  months, 
and  for  the  next  two  years  she  remained  dis- 
engaged, when  she  was  appointed  teacher  in 
the  third  grade  in  a  school  at  Lancaster,  Ohio, 
retaining  that  position  for  two  years,  when 
she  retired  for  a  year  for  private  study  and 
recreation.  In  the  fall  of  1904  Miss  Matheny 
v,as  assigned  to  the  position  of  teacher  of  the 
primary  grade  in  the  Sugar  Grove  school,  and 
her  department  has  an  average  attendance  of 
forty  pupils.  Under  her  nianagenv..'nt  the 
scholars  are  manifesting  increased  interest  in 
their  studies  and  the  most  satisfactory  results 
are  being  attained. 

Miss  Matheny  is  a  member  of  the  Fair- 
field County  Teachers'  Institute,  attends  the 
Methodist  Episcopal  Church,  and  is  most 
popularly  known  in  both  public  and  private 
life. 


747 


MISS     DAISY     McCULLOUGH 


The  public  school  system  of  the  United 
States  has  rightly  been  termed  the  "bulwark 
of  the  nation,"  and  to  show  that  this  system 
is  fully  taken  advantage  of  it  is  but  necessary 
to  state  that  last  year  one  person  in  every 
five  in  the  total  population  attended  the  pub- 
lic schools.  Ohio  is  foremost  among  the  ad- 
vanced states  in  its  educational  expenditures 
and  equipment,  and  every  Buckeye  takes  just 
pride  in  the  perfection  attained  in  the  school 
system  as  here  elaborated  and  exemplified. 

Among  the  capable  lady  teachers  of  Fair- 
field County  must  be  included  Miss  D,\isY 
McCuLLOUGH,  who  is  in  charge  of  the  inter- 
mediate grades  in  the  school  at  Bremen,  Rush 
Creek  Township.  Miss  McCullough  was  born 
in  Perry  County,  daughter  of  John  and  Mary 
McCullough,  and  other  members  of  the  family 
are  two  brothers  and  two  sisters,  all  living. 
Her  father  is  also  a  public  school  teacher  of 
extended  experience,  and  consequently  she  had 
the  advantage  of  an  early  home  training  that 
has   proven    of   great    practical    value    in    her 


professional  work.  Miss  McCullough  attended 
the  village  school  at  Dickson,  Perry  County, 
for  nine  years,  and  then  took  a  two  years' 
course  in  the  Bremen  High  School,  graduat- 
ing from  the  latter  in  1898.  Her  first  teachers' 
certificate  was  received  by  her  in  Perry 
County,  1895,  and  she  first  began  active  work 
in  her  profession  in  the  fall  of  1897,  as  teacher 
of  the  district  school  near  Bremen.  The  year 
following  was  devoted  to  private  study,  and 
for  two  years  after  that  Miss  McCullough 
was  in  charge  of  a  district  school  in  Rush 
Creek  Township.  In  1901  she  went  to  Bremen 
and  has  since  remained  there  in  successful 
management  of  the  intermediate  grades.  She 
holds  a  year  county  certificate,  has  about 
fifty  pupils,  and  her  department  is  maintained 
at  a  most  creditable  state  of  efficiency. 

Miss  McCullough  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle,  the  Southeastern 
Ohio  Teachers'  Association,  the  Fairfield 
County  Teachers'  Institute  and  the  Methodist 
Episcopal  Church,  and  is  a  young  lady  of  ex- 
ceptional  merits   and   indisputable   popularity. 


48 


MISS    JANE    ADRIAN 


With  this  lady,  teaching  is  a  labor  of  love 
as  well  as  a  profession  and  means  of  liveli- 
hood. Her  heart  is  in  her  work,  and  her 
kindly  tact  has  endeared  her  to  all  her  pupils. 
As  an  educator  she  has  most  amply  demon- 
strated her  ability. 

Miss  Adrian  is  a  native  daughter  of  Ohio, 
having  been  born  at  Fair  Play,  Jefferson 
county,  where  her  parents  Jacob  and  Eve 
(Betz)  Adrian,  were  comfortably  situated  on 
their  own  farmstead,  and  where  her  early 
childhood  was  happily  passed.  Her  rudi- 
mentary education  was  secured  in  the  country 
school  of  Oak  Grove,  after  which  studies 
were  continued  at  Scio  College  from  which 
she  made  a  most  creditable  graduation  in  1898, 


in  the  teachers'  or  normal  course.  At  the  be- 
ginning of  her  professional  career  Miss  Adrian 
took  charge  of  a  school  at  Unionport,  Ohio, 
and  then  went  successively  to  Bowerston, 
Ohio,  Cadiz,  Ohio,  and  Mingo  Junction,  Ohio, 
at  which  last  named  place  she  is  still  sta- 
tioned and  performing  work  that  greatly  re- 
dounds to  her  credit. 

Miss  Adrian  holds  membership  in  Rebekah 
Lodge,  in  the  Ohio  Teachers'  Reading  Circle, 
the  Teachers'  Federation  and  the  Eastern  Ohio 
Teachers'  Association,  and  is  most  popularly 
known  in  the  town  where  she  is  performing 
such  commendable  work  for  the  cause  of  edu- 
cation. 


749 


MISS  JENNIE   HARMON 


The  vast  army  of  teachers  in  the  United 
States,  made  up  of  the  best  and  most  intelli- 
gent classes  of  our  citizens,  is  comprised  prin- 
cipally of  "the  gentler  sex,"  there  being  two 
women  to  every  male  teacher.  The  position 
of  instructor  to  the  young  and  of  child  train- 
ing seems  to  be  woman's  own  peculiar  natural 
sphere,  and  she  has  performed  much  note- 
worthy  work  therein. 

Among  the  lady  teachers  of  Ohio  who  have 
won  distinguished  success  is  Miss  Jennie 
Harmon,  whose  field  of  labor  is  at  Mingo 
Junction.  Miss  Harmon  is  a  native  of  Ohio, 
having  been  born  at  Steuhenville,  and  all  her 
interests  arc  centered  in  the  Buckeye  State. 
Her  earlier  education  was  obtained  in  the 
public  schools  of  Steuhenville,  followed  by  a 
course  in  the  high  school  at  Toronto,  Ohio, 
from  which  she  graduated  in  1880.     She  also 


took  several  terms  of  study  in  the  National 
University  of  Lebanon,  Ohio,  and  in  the  Uni- 
versity   of   Wooster,    Ohio. 

Shortly  after  this  she  began  her  profes- 
sional career,  her  first  charge  being  a  school 
at  Costonia,  Ohio.  From  thence  she  went  to 
Toronto,  Ohio,  and  on  concluding  her  ser- 
vices there,  was  assigned  to  Mingo  Junction, 
Ohio,  where  she  still  remains,  and  where  her 
work  has  given  pre-eminent  satisfaction.  Since 
her  election  in  the  Mingo  schools,  eight  years 
ago,  she  has  al)ly  filled  the  position  of  assistant 
principal  of  the  high  school. 

Miss  Harmon  holds  membership  in  the 
Ohio  Teachers'  Reading  Circle,  the  Teachers' 
Institute  and  Teachers'  Federation,  and  is  a 
lady  whose  ability  and  pleasing  personality 
have  gained  her  friends  everywhere. 


750 


MISS    EDMONA    BLIZZARD 


This  lady  is  iml)iiecl  with  an  earnest  nature, 
has  had  thorough  preliminary  training,  and, 
with  close  application  to  the  discharge  of  her 
duties,  has  achieved  a  distinct  success  as  a 
disciple  of  the  Art  pedagogical.  She  has 
made  an  intent  study  of  child-life,  of  the 
youthful  budding  brain,  how  to  nurture,  cul- 
ture and  develop  it  along  the  most  correct 
lines,  and  is  well  qualilicd  to  "teach  the  young 
idea  to  shoot." 

Miss  Blizzard  is  a  native  of  Frazeysburg, 
Ohio,  where  she  was  born  on  the  farm  of  her 
parents,  Howard  Edgar  and  Amelia  C.  Bliz- 
zard, who  are  most  reputably  known  in  the 
coninninity.  She  attended  the  Frazeysburg 
school    for   seven   years,   graduating    from   flic 


latter  in  lM!tO-7,  and  in  the  spring  of  the  fol- 
lowing year  was  granted  a  first  teachers'  cer- 
tificate. Soon  after  she  was  assigned  to  the 
Frazeysburg  school,  being  given  charge  of 
the  .seventh  and  eighth  grades,  and  under 
her  able  management,  these  departments  have 
been  developed  to  a  most  comtnendahle  state 
of  efficiency  and  usefulness. 

Mi.ss  Blizzard  is  a  member  of  the  Ohio 
Teachers'  Reading  Circle.  Her  work  is  pains- 
taking, thorough  and  effective.  To  keep  down 
that  which  is  destructive,  to  awaken  that  which 
is  noblest  and  truest,  and  to  fill  the  minds  of 
the  young  with  useful  knowledge  is  the  end 
and  aim  of  her  ambition. 


761 


MISS  ETHEL  V.  ROPP 


There  is  no  institution  in  the  worlti  that 
has  so  early  and  so  strongly  recognized  the 
equality  of  woman  with  man  as  the  public 
school.  From  the  beginning,  when  she  was 
employed  for  the  reason  that  it  was  conceded 
that  tlie  public  school  was  merely  an  append- 
age to  the  home,  and  woman's  training  there 
had  especially  fitted  her  to  teach  in  the  schools, 
this  institution  has  been  woman's  friend  and 
aid  in  her  broadening  sphere  of  action,  for, 
as  a  teacher,  woman's  ability  to  control  chil- 
dren was  not  only  recognized,  but  her  intelli- 
gence and  scholarship  also.  And  it  must  be 
remembered  that  these  early  school  boards 
were  composed  exclusively  of  men.  Since  her 
initiation  into  public  life  as  a  school  teacher 
she  has  surged  away  ahead  of  man,  and  the 
approximate  number  of  public  teachers  to-day 
is  330,000  women  and  120,000  men.  This  av- 
erage holds  good  in  Ohio  as  elsewhere,  and 
every  year  is  increasing  more  rapidly  in  favor 
of  women  teachers. 

Among     the     lady    teachers     of     Fairfield 


county  who  are  meeting  with  marked  success 
is  Miss  Ethel  Ropp,  in  charge  of  the  primary 
department  of  the  school  at  Amanda,  Ohio. 
Miss  Ropp  was  born  in  Berkeley  county.  West 
Virginia,  where  her  parents,  Jacob  L.  and 
Eliza  Ropp  conducted  a  farm  until  their  re- 
moval to  Fairfield  county,  Ohio,  where  they 
are  also  engaged  in  farming.  Miss  Ropp's 
primary  education  was  secured  in  four  years' 
attendance  upon  the  schools  of  Berkeley 
county,  followed  by  six  years  study  in  the 
rural  schools  of  Fairfield  county,  and  then  a 
course  of  four  years  at  the  Lithopolis  High 
School,  from  which  she  graduated  in  1004.  In 
September  of  the  latter  year  Miss  Ropp  was 
given  charge  of  the  primary  department  of  the 
school  at  Amanda,  and  is  meeting  with  excel- 
lent success  in  her  chosen  field  of  labor. 

Miss  Ropp  holds  membership  in  the  Fair- 
field County  Teachers'  Institute,  is  an  attend- 
ant of  the  Fairfield  County  Teachers'  Institute, 
and  is  most  favorably  known  in  educational 
and  social  circles. 


INDEX  TO  PORTRAITS  AND  BIOGRAPHIES 


A 

Adams,  C.  B 

Adrian,  Jan<;    

Allen.  O.  E 

Allen,   Oliver   E 

Alley,    Frank    S 

Allison,  R.   H 

Andrew,   M.   F 

Andrews,  Dr.  I.  W 

Andrews,  Lorin    

Andrews,   Martin    R 

Armstrong,  Chas.  A 

Ashton,    Mrs.    Thank 

Atwell,   W.   L 

B 

Ball,  Sheldon  F 

Bancroft,  Harriet    E 

Bankhardt,   Lena   M 

Barnes,  E.  K 

Barney,   Hiram   H 173, 

Barrett,    Chas.    S 

Beck,  Bergcner  &  Co 

Beechy,   A.   D 

Belt,  Leroy  A 

Bennett,   C.   W 

Berger,  F.  L 

Biery,  C.  J 

Black,  David   E 

Blair,    Frank    D 

Bli.s.s,   J.   J 

Blizzard,   Edmona    

Eookwalter,   Lewis    

Boyer,  Charles  L 

Bonebrake,   L.   D 

Bookman,    Clarence    M 

Bradbury,    Electa    B 

Brann,  George  F 

Bratten,  C.   E 

Britton,  Chas.  J 

Brock,    R.    S 

Brown,  Abrani    

Brown,   Chas.    I 

Brown,   Edwin    N 

Brown,  Gilbert  L 

Brown,   J.   Clifton 

Brown,  Leroy  D 


PAGE 

585 
749 
048 
497 
543 
707 
406 
405 
404 
509 
454 
7-25 
589 


402 
521 
518 
552 
400 
008 
470 
500 
472 
499 
712 
010 
016 
497 
500 
751 
481 
561 
179 
704 
730 
560 
669 
592 
640 
511 
486 
494 
678 
034 
407 


PAGE 

Browne,    Sarah    F 723 

Burns,  James  J 177,    453 

Burrill,  Alcid  C 503 

C 

Calhoon,   Milford   G 006 

Campbell,   Louise   L 735 

Carr,    James    M OOO 

Carrick,  C.  Ml 587 

Carson,  John  H 509 

Cassidy,  Henry  A 584 

Chalmers.  Wm.  W 493 

Chambers,   George   A 597 

Chaney,    N.    H 515 

Childs,    Edward    P 516 

Church,    .\ugustus   B 466 

Clark.   Reed   P 554 

Coates,  C.  T 544 

Cochran,    Sadie    591 

Cole,  James   E 675 

Comings,  W.   R 540 

Comstock,  Mary   E 720 

Coons,   CD 601 

Corlett,   Bessie    M 596 

Corson,   Oscar  T 179 

Coultrap,   Fletcher    S 531 

Cowdery,    Marcellus    F 408 

Co.x,   Edwin  B 495 

Crall.   Ivan   L 647 

Creager.   J.    Oscar 487 

Crickard,   Lida    744 

Cully.    H.    H 655 

Cunnnins,   James    P 568 

Cutler,    Ephraim     409 

D 

Dabney.  Charles   William   463 

Davis,   Charles  M 683 

Davis.  John  M 409 

Dearness.    Frederick    W 574 

Deighton,  Ida  M 521 

Demorest,   L.   B 547 

Denham,   G.   H 570a 

DeLong,   George   \V 538 

DeWolf,  D.  F 177 

Dial.    Steuben    T 535 


753 


Dick,   Linneus   C.  . 

Dilger,  H.  C 

Dillin.   Susan  A.  . . 
Dimick,  Helen   W. 
Dutton,  Bettie  ... 
Dyer,    F.    B 


Ecker,    Sophia    

Edwards,    William    Norris 
Eichenbaum,    Samuel    .  . .  • 

Elder,    David   C 

Ellis.   Alston    

Ervin,   Edgar    

Evans,  Ed.  A 

Evans,    Mary    

Everett,   L.   E 

Eversull,  W.  S 


Fassig,  Alice   

Flannery,    M.    Jay...  . 

Flinn,    W.    S 

Fobes,  Charlotte   

Foster,    C.    J 

Frazier,   Harry   H. . .  . 

Frazier,   R.   L 

French,  May   

Fries,   Albert   C 

Froendhoff,  Dr.  J.  E. 
Furbay,   R.  K 


Galbraith,  H.   B 

Galbrcath,   Charles  B. 
Galloway.   Samuel    .  . . 

Gantz,   Arthur   L 

Garvin,   Richard   A... 
Geiger,  Franklin   P... 

Glenn,    Fannie    S 

Glenn,   S.   M.,  Jr 

Gorrell,    Enos    V 

Grady,   Aaron    

Graham,    George    J.. 

Guerr.   W.   W 

Guilford,  Nathan   .  .. 


I'ACE 

504 
497 
728 
730 
715 
491 


7-21 
409 
638 
698 
459 
314a 
680 
466 
687 
667 


521 

550 
570 
727 
671 
644 
514 
549 
490 
516 
588 


701 

512 

410 

688 

645 

709 

518 

681 

6.33 

551 

565 

652 

410 


H 

Hall.  H.  E 691 

Hancock.  John   179,    411 

612 

527 

750 

021 

70S 

413 


Hannum.   Alva   D.  . .  . 

Hard,   Miron    E 

Harmon,  Jennie   

Harmount,   Robert   S. 

Harris,   Frank   R 

Hartzler,    Joshua    C. 


Hauer,  John  S 

Haughey.   Cora  B 

haupert.   Charles   

Hawkins,    Wil.son    

Heckert,   Chas.    G 

Heichel.   W.   E 

Heilman,   William    T 

Henkle.  Wm.  Downs 175, 

Henson,    Morris   A 

Herrick,  Mrs.  Kate  V 

Heywood,    John    C 

Hibbard,    Marie    A 

Hine,  Ada  G 

Hines,    Dclbert    L 

Hinsdale,  Burke  A 

Hobson,    H.    Z 

Holbrook.    Alfred    

Holcombe,    Liela    C 

Holden.   Louis  E 

Horton,    Joseph    H 

Horton,  Mrs.  Joseph  H 

Horton,   Frank   O • 

Hotchkiss,    E.    A 

Howe   Charles   S • 

Howell,    Zona    B 

Hewlett,    Mary   E 

Hudson,  John  I 

Humphrey,    Sardine    

Hunt,   Emory  W 

Hutchinson,   Anna   S 

HiUchinson,    Norman    E 

Hvde,   S.   B 


Harvey,  Thomas  W 175,    413 


Ingham.    Mrs.    W.   A. 

J 

Johnson,  Lilian  W. .. 

Johns,    William    

Jones,  Benjamin  T... 
Jones,  Edmund  A.  . . . 

Jones,   J.    W 

Jones,  John  W 

Jones.   Joshua   H 

Juergens,  Arthur    .  . .  . 


K 


Keller,    William    N 

Kendall,    F.    H 

Kennan.   J.   R 

Kershner,    W.    E 

Kiefer,   Richard  J 

King,   Henry   Churchill. 

King,   Rufus    

Kinnison,  James  E 

Kinnison,  R.   H 

Kirby,  Carrie  M 

Kirkpatrick,  E.  E 


I'AGE 

572 

529 

533 

658 

477 

653 

595 

415 

603 

731 

541 

729 

596 

699 

419 

692 

503 

523 

480 

664 

665 

708 

613 

476 

529 

606 

559 

536 

478 

722 

564 

693 


718 

468 
609 
470 
455 
582 
627 
466 
648 

(130 
580 
553 
624 
558 
485 
420 
593 
556 
532 


754 


PAGE 

Kirkwood.   Samuel   J 423 

Kline,    Louis    C 703 

Krout.   Charles    A 599 

L 

Laird,  Ada   E 521 

Lake,   Chas.   H 696 

Lash,    W.    D 456 

Lasley,   James   L 539 

Lawrance,  Chauncey 670 

Lawrence,  Stanley   674 

Layton,   Samuel    H 602 

Leniert,    Mary   C 518 

Lerch,  Dr.   A.  V 695 

Leslie,   Martha  J 724 

Lewis,   Samuel    17.3,    420 

Locher,  Cyrus  689 

Locke,    J.    H 454 

Losan,    Samuel   T 576 

Long,  B.   D 579 

Loos,  Jr.  Chas.  L 634 

Lord,  Asa  D 422 

Lord,  Elizabeth   W.   Russ-1 42^ 

Loving.    Starling    502 

Lynch,   Charles    P 581 

Mc 

McCay,    Marian    O'Kellie 694 

McClintock,   Augusta   737 

McCord,   Jesse    501 

McCullough.  Daisy   748 

McCune,   Edward  L 628 

McGuffey,  Alexander  H 428 

McGuffey,  Wilson   H 429 

Mclntire,    Benj.    B 648 

McLaughlin,  Sue   714 

^rcReynolds,    Peter    W 488 

M 

Maharry,   Samuel  H 562 

Main.   Henry   T 656 

Mann.   Horace    425 

Martin,    B.    0 617 

Martzolff,    Clement    L 590 

Matheny,   .'Mice   G 747 

Matheny,   William   A 682 

Matlack.    D.    W 548 

Mayer,    Clara    529 

Meek,   Wm.   H 524 

Means,   Charles   S 687 

Merrick,   H.   V ,586 

Millay,    Helen     7.34 

Miller,    Charles   C 179,    ,526 

Miller.   Charles   E 474b 

Miller,  Charles  H 646 

Miller,    P.   E 705 

Minnick,   S.    A 4-58 

Mitchell,   William    H 525 


PAGE 

Mohler  Jerome   B 662 

Moore  and  Brock 640 

Moore,  Charles  T 660 

Moore,  G.   W 640 

Morris,    W.    A 690 

Morrow.   Mary   A 738 

Moulton,   Edwin  F 489 

Mulligan,    Margaret    H 740 

Murney,   Lillian    T 549 

Myers,  John    546 

Myers,    Maud    Irene 743 

N 

Norris,  John   A 175,    431 

O 

O'Donnel,  C.  J 516 

Old  State  Street  School  Associa- 
tion   .  .391,    392 

Ormsby.    George   S 505 

P 

Parker,  James  K 433 

Patterson,   E.   W 594 

Paugh,    Isaiah    C 484 

Parrish,    L.    A 632 

Pemberton,  Carl  G 676 

Perry.    Alfred    T 482 

Peterson,  Mary  L 739 

Pfeiffer,    Aima    741 

Pickett,  Albert 433 

Powell,  Arthur  522 

Prince,   Benj.   F .578 

Puckett,  Chilton  A 618 

R 

Randall,  E.  0 4.57 

Raschig,  Herman  H 642 

Ray,  Joseph  Dr 434 

Rayman,   Robert  E 519 

Rebert.  Theo.  J 648 

Remley,  W.  H 571 

Reveley,  Ellen  G 716 

Rice,    Harvey    440 

Richardson,    E.   A 686 

Richardson,    Wm.    H 626 

Riker,  Albert  B 474a 

Rickoff,   Andrew   J 4.37 

Rickoff,  Rebecca  D 4.38 

Rinehart.   Frank   E 673 

Roberts,   Edward   D 641 

Rogers,  George  B 479 

Roney,  Virginia    591 

Ropp,   Ethel   V 752 

Ross,   Mary   Alice 532 

Ross,  W.   W 496 

Jtoth,  Max   713 

Rothenberg.  Louis  .567 


Riittenik,   Giistiiv   A 

Russell,    Rufus    G 

S 

Sams,  Isaac 

Sark,    Samuel   M 

Sarver,  John  M 

Schaefer,   Daniel   J 

Schreyer,    Ernestine    

Sclinh,  Louis  H 

Schumacher,  Wm.  M 

Schurr,  D.  J 

Seagreaves,  John  F 

Seeman,   John    C 

Selby,  J.  L 

Sewall,   Willis   F 

Shavvan,   Jacob    A 

Shoemaker,  Carrie  O 

Shimp,  Thomas  W 

Silverthorn,   Harvty     T 

Simkins,  J.  D 

Simonton,    Mattie    ..     

Sims,  Annie  E 

Smart,    Charles    S 

Smead,  G.  L 

Smith,   Charles   H 

Smith,  Sarah   A 

Smock,    E.    E 

Smyth,   Anson    173. 

Snyder,  Darlington  J 

Snyder,   J.    H 

Steele,   Robert    W 

Stephens,    Ada    

Stevenson,    Robert    W 

Stickney,   Lucia    

Stokes,   Horace  A 

Stowe,   Calvin    E 

Strachan,    Mary    G 

Stubbins,  Loretta   

Sutherland,   Margaret    W 

Swartz,  J.   W 

•  T 

Talbot,   John  H 

Tappan.   Eli    T 177, 

Thompson,  Wm.  O 

Thwing,  Charles  F 

Tope.   Richard   E 

Trauger,  John  L 


PAGE 

604 
G79 

440 
619 
651 
456 
518 
483 
684 
625 
677 
601 
615 
605 
492 
532 
598 
542 
555 
733 
732 
175 
508 
636 
742 
462 
441 
649 
575 
443 
549 
442 
726 
557 
443 
606 
746 
530 
583 


444 
446 
467 
471 
657 
629 


Trott,  T.  Elmer 

Tuckerman.  Jacob   

V 

Van   Cleve,   Edward   M 

Van   Dyke,   Augustus  M 

Van   Wormer,  Hattie 

Vining,   J.    B 

W 

Wakefield,  Edmund  B 

Walker,   Hattie   E 

Waller,  Alta  M 

Walter,   William    

Waltermire,  W.   M 

Ward,  F.  D 

Ward.    John    I 

Weir,    Wilbur    O 

West,   Edwin   P 

Weaver,   John    S 

Weston,   Stephen    

AVheeland,    Nettie    

White,  Emerson   E .' 173, 

While.   William   M 

Whitlock,   William   F ".  . 

Wicks,    A.    H : 

Wilcox,  J.  A 

Williams,  C.  L 

Williams,  Delia  L 

Williams,  Homer   B 

Wiiliams,   Milo   G 

Williams,  William   G 

Wilson,   Jennie   R 

Winter.s,   T.    Howard 

Wolfe,  S.  J 

Woodward,  Laura   A 

Worcestor,   Samuel    

Wright,  Jonathan   B 

Y 

•Yarnell,   James    E 

Yeardley,   Nelson   B 

York,   L.    E 

Youmans,    Fred    M 

Young,   James    F 

Yowell.   Richard   C 

Z 

Zeller,  John  W 

Zentmeyer,  Nellene  


I'AGE 
711 

444 


520 
577 
523 

700 

475 
549 
596 
706 
663 
654 
573 
668 
537 
498 
474 
620 
447 
510 
473 
622 
631 
639 
528 
517 
448 
449 
532 
672 
611 
745 
450 
545 

697 
607 
614 
643 
523 
501 

513 
.591 


756 


264£ 


py 


3 


>  U,  C.  BERKELEY  LIBRARIES 


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